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,    .   history  in 
aementary  schools 


ik  A 

Southern  Branch 
of  the 

University  of  Californi 


Los  Angeles 


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TED   STATES   HISTORY   IN 
SLEMENTARY  SCHOOLS 


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-$    -  =    o 


UNITED  STATES  HISTORY 


ELEMENTARY   SCHOOLS 


BY 


L.    L.   W.    WILSON,   Ph.D. 

Author  op  "BTatubb  Study  in  Elementary  Schools,  A  Manual  : 

A  Header:  A  First  Header, "  "History  in  Elementary 

Schools  :  A  Reader  " 


TEACHERS'   MANUAL 


Neto  gotfc 
THE   MACMILLAN   COMPANY 

LONDON:  MACMILLAN  &  CO.,  Ltd. 

L899 

Ml  righti  ren  m  tl 


CorviiKiiiT,   l^'.N, 
Hv  THE   MACMII.1.AN    COMPANY. 


Xortoootj  JOrcss 

J.  S.  CushiiiK  St  Co.  -  Berwick  b  Smith 

Norwood  Mass.  U.S.A. 


S1AT2  NORMAL  SCHOOL, 

IxOS  A^CELiES,  CALk. 


Before  the  child  is  ready  to  study  history,  he  should 
pimply  become  familiar  with  its  elements,  in  biographies, 
stories,  pictures,  and  objects. 

MARY   SHELDON    BARNES. 


TABLE   OF   CONTENTS 


SEPTEMBER 
The  Indians 


Literature 

Relics  and  Photographs 

Hiawatha 

Modem  Indians 

Indian  Children 
Dramatization  of  Hiawatha 
Indian  Food  . 
Exhibition 


PAGE 

1 

2 
2 
3 
4 
0 
8 
10 


OCTOBER 

Tin.  Norsemen,  Columbus,  the  Cabots 

Literature H 

D  rice  to  represent  the  Voyage 11 

Landing  of  Columbus 12 

B     hood  of  <  lolumbus 13 

Geography  in  the  Time  of  Columbus 13 

La  Rahida M 

Ships  of  Columhus II 

Journal  of  Columbus 15 

Triumph  of  Columhus 18 

Columbus  Hay 18 

Coming  of  the  Norsemen 21 

The  Cabot* 21 

vii 


\  111 

CONTENTS 
KTOVEMBEB 

I'll  LNKSOn  I  \<. 

PAOI 

Literature 

.    28 

The  Pilgrims 

.    24 

The  Vi>\  age  . 

.    25 

Dramatizal  ion 

.    26 

Holland. 

.     -J7 

ThanksgH  ing 

DECEMBER 

OTHEE   Skti  i. i: mi: nts 

.    28 

Literature 

.    80 

Settlement  of  V 

.    31 

JANUARY 

Franklin  and  Electricity 

Literature 

Methods  for  teaching  Something  about  Electricity 


FEBRUARY 
Lincoln  and  Washington 

MARCH   AND   APRIL 


35 
35 


Literature 
Methods 


38 
39 


Revoli  i  ion.  Arbor  Day.  Some  Stories  of  Brave 

Sea-Captains 

Literature 

Arbor-day  Celebration 


40 
41 


CONTENTS  IX 

MAY 
Grant,  Decoration  Day.  Bird  Day 

page 

Literature 45 

Decoration-day  Celebration 47 

Bird-day  Celebration .47 

JUNE 

Flag  Day 

Flag-day  Celebration 52 


SEPTEMBER 

THE    INDIANS 

Aids  for  the  Teacher  : 

Story  of  the  American  Indian,  by  E.  S.  Brooks, 
is  a  medium-priced,  popular,  but  accurate  account  of 
the  origin,  development,  decline,  and  destiny  of  the 
Indians. 

Hiawatha,  illustrated  by  Frederic  Remington,  is 
invaluable  because  of  its  spirited,  truthful  pictures. 

The  following  stories  and  poems  are  suitable  in 
whole  or  in  part  for  reading  or  telling  to  the 
children  :  — 

Last  of  the  Mohicans,  Cooper. 

Hiawatha  ,         „  „ 

.  .  ,    r  Longfellow. 
Burial  01  the  Minmsink 

Legend  of  the  Delawares 

An  Indian  at  the  Burial  Place  of  His  Fathers  \  Bryant. 

Indian  (iiij's  Lament 

Corn  S"iiLr 

A  SdiiLr  of  Harvest 

I  of  the  Ked  Breast 
Funeral  Tree  "t  the  Sokakis 

Bfondamin,  Bayard  I 

...  1 


Whittier. 


•J  SEPTEMBER 

The  teacher  should  be  well  provided  with  draw- 
ings suitable  for  blackboard  reproduction. 

Indian  photographs,  implements,  etc.,  may  be 
bought  from  any  Weal  dealer..  I  have  found 
s.  \V.  Stillwell,  l;>  Lincoln  Ave,  Deadwood, 
S.   Dakota,   reasonable  in  price  and   reliable. 

Too  much  stress  cannot  be  Hid  on  the  necessity  for 
creating  the  Indian  atmosphere.  Every  lesson  shbuld 
be  illustrated  with  pictures  and  objects.  These 
should  sink  into  the  child's  mind.  Otherwise  the 
lessons  are  worse  than  useless  ;   they  are  stultifying. 

The  foundation  of  this  work  for  this  month  is 
Longfellow's  Hiawatha.  Parts  of  it  may  be  told  in 
the  children,  but  much  of  it  may  be  read  to  them  just 
as  it  was  written.  The  Peace  Pipe,  Hiawatha?* 
Childhood,  the  account  of  the  Arrow  Maker  and  his 
daughter  in  Hiawatha  and  Mudjekeewis,  Hiawatha?* 
Fasting,  Hiawatha's  Sailing,  Hiawatha's  Fishing,  the 
accounts  of  the  feasting  and  games  in  Hiawatha's 
Wedding,  the  Blessing  of  the  Cornfields,  the  account 
of  the  "medicine  men"  in  Hiawatha's  Lamentations, 
the  parts  showing  Indian  hospitality  in  the  G-hosts 
and  the  coming  of  the  white  man,  White  Man's 
Foot,  are  all  of  them  suitable  in  the  original  form  — 
with  more  or  less  discretionary  cutting — for  read- 
ing to  the  children. 


THE   INDIANS  3 

Reading  matter  for  the  children  will  be  found  in 
the  Reader  of  this  series.  It  was  adapted  and 
written  for  the  early  grades. 

First  Lesson : 

Devote  the  first  talk  to,  giving  the  children  the 
opportunity  to  relate  their  experiences  and  notions 
of  Indians. 

Establish  these  facts  :  There  are  to-day  Indians 
as  civilized  as  we  arc.  They  are  not  unlike  us  in 
dress,  in  person.  Like  us  they  go  to  school,  study- 
ing much  the  same  things  that  we  are  studying. 
Many  of  these  when  their  education  is  completed 
will  go  as  missionaries  to  their  own  people  in  the 
Wr>i.  Some  of  the  Indians  in  the  West  are  self- 
supporting,  but  others  are  fed  and  cared  for  by 
our  government.  There  are,  however,  some  wild 
[ndians  left  who  live  in  wigwams  and  who  are  still 
quite  savage. 

Why  should  our  government  feed  and  care  for 
the  Indians?  What  better  things  for  them  could 
and  are  they  doing?  These  should  be  the  salient 
points  of  the  lesson. 

Show-  pictures  of  Indian  boys  from  Carlisle  or 
other   Indian   schools. 

Draw  on  the  blackboard  pictures  of  the  Indian 
people  and  homes. 


I  SEPTEMBER 

Lei  tin1  children  read  fit</i<t>i  Houses  from  the 
Reader. 

S,;-nn<f    Lesson  : 

Indian  children.  One  of  the  most  interesting 
and  valuable  methods  of  teaching  history  is  by 
comparison.  I  lave  yon  a  baby  at  home?  What 
is  his  cradle  like?  Yes,  the  Indian  cradle  was  a 
board.  But  the  mother  made  it  soft  with  a  buck- 
skin, or  with  sweet  grass.  Your  mother  puts  blue 
ribbons  on  the  baby  cradle.  The  Indian  mother 
had  no  silk  ribbons.  But  she  loved  her  baby,  too. 
So  she  plait  til  grass  and  reeds.  She  made  sweet- 
smelling  ribbons  from  the  bark  of  the  linden,  and 
with  the  qnills  of  porcupines  she  embroidered  his 
cradle.  But  no  wonder  that  she  wanted  it  to  be 
beautiful.  For  the  Indian  baby  lived  in  his  board 
cradle  for  two  years.  He  only  came  out  of  it  once 
a  day,  to  roll  on  the  grass  or  in  a  blanket. 

How  does  your  mother  put  the    baby  to   sleep? 

The  Indian  mother  sang  to  her  baby  too.      This  is 

what  she  sang  :  — 

"  Swinging,  swinging, 
Lul-la-by, 

Sleep,  little  (laughter,  sleep, 

'Tis  your  mother  watching  by, 
Swinging,  swinging,  she  will  keep  — 

Little  daughter, 
Lul-la-by." 


THE   INDIANS  O 

"  Little  daughter  "  was  taught  to  work  from  the 
time  that  she  was  four  or  five  years  old.  "  Little 
sou "  did  not  work.  But  he  learned  to  swim,  to 
run,  to  jump,  and  to  wrestle.  For  he  was  to  be  a 
warrior. 

Put  on  the  blackboard  and  show  them  pictures 
relating  to  Indian  children. 

In  this  and  all  other  lessons,  oral  and  written 
reproduction,  drawing  and  color  work,  by  the 
children,  are  always  in  order. 

Children  may  paint  the  faces  of  dolls  with  un- 
glazed  china  head  to  represent  Indian  babies.  Out 
of  chamois  skin,  a  board,  and  bit  of  catgut,  they 
may  make  very  effective  Indian  cradles.  Miniature 
Indian  wigwams  are  easily  constructed.  Let  the 
children  read  from  the  Reader,   The  Indians. 

Third  Lesson  : 

Tell  the  story  of  the  birth  of  Hiawatha.  Read  to 
them  Hiawatha's  Childhood  from  "By  the  shining 
Big-Sea- Water "  to  "Then  Iagoo  the  great  boaster."" 
Be  sure  that  the  iihm.ii.  tin-  rainbow,  the  owl,  the 
beaver,  the  squirrel,  tin'  reindeer,  and  the  rabbit  arc 
realities  to  them.  In  every  possible  way  bring  to 
them  the  sights  ami  sounds  ami   odors  and   life  of  a 

forest . 

Lei  them  read  from  the  Reader  /linirnthtt's  Hum,-. 


6  BEPTBMBBR 

Fourth  Lesson  : 

Read  to  the  children  the  rest  of  Hiawatha's  Child- 
hood. 

Lei  them  read  from  the  Reader  Hiawatha's  Ques- 
tions and  Hiawatha  in  the  Forest. 

Fifth  Lesson : 

Lei  the  children  read  from  the  Reader  Hoiu  Hia- 
watha  Killed  His  First  Beer. 

Sixth  Lesson  : 

Let  the  children  retell  Hiawatha  s  Childhood.  Let 
them  dramatize  it. 

Some  children  will  wish  to  make  the  wigwam 
from  their  own  bodies  and  arms.  Others  will 
gladly  take  the  pails  of  Hiawatha  or  the  old 
Nokomis. 

The  moon  rising  slowly  from  the  water,  the  owls 
hooting  in  the  forest,  the  beavers  building  their 
lodges,  the  squirrels  hiding  their  acorns,  the  swift 
reindeer,  the  timid  rabbit,  the  birds  who  cried  "  Do 
not  shoot  us,"  are  acceptable  parts.  Most  delightful 
0f  all  —  if  y,,u  dare  attempt  it  — is  a  banquet  at 
which  the  imagination  of  the  children  turns  ;i  frugal 
repast  into  a  great  feast  in  honor  of  "  Strong  heart, 
Loon  heart,"   Hiawatha! 

There   is   little   use   in   attempting    this    offhand 


THE   INDIANS  t 

dramatization  unless  the  children  are  full  of  the 
story  and  know  every  detail  of  the  action.  Whether 
they  do  depends  entirely  upon  what  you  have  put 
into  the  previous  lessons. 

Plan  out  the  play  yourself,  but  let  the  children 
suggest  every  detail.  Above  all,  do  not  allow  any 
elocution  or  actor's  art  on  your  part  to  interfere 
with  their  spontaneous  gestures  and  action.  Your 
work  is  merely  to  unify  their  ideas. 

Impromptu  dramatizations  such  as  this  are  a  daily 
occurrence  in  the  Kindergarten.  They  ought  cer- 
tainly to  form  some  part  of  the  primary  school  work. 

nth  Lesson : 
Tell  the  story  of  the  Indian  boy's  education,  par- 
ticularly of  his  Eastings.  Read  to  them  Hiawatha's 
Pasting,  to  the  story  of  Mondamin.  Tell  them,  too, 
the  Indian  story  of  the  origin  of  the  robin  told  by 
Whittier. 

Lei    them  read  from  the  Reader  part  of  How  the 
ii  Spirit  Sent  the  Corn. 

Eighth  Lesson  : 

Read  to  them  the  rest  of  Hiawatha  8  Fasting. 
This  gives  the  Indian  legend  of  the  origin  of  the 
coin.  It  is  also  excellently  told  by  Bayard  Taylor, 
in  Mondamin. 


s  SEPTEMBEH 

Let  ilu'in  read  from  the  Reader  the  real  of  How 
the  Great  Spirit  Sent  the  Corn. 

Ninth  Lesson  : 

Indian  corn,  its  characteristic  and  the  method  <>l' 
its  cultivation  by  the  Indians.  Gel  material  and  Let 
the  children  have  a  mimic  "corn  dance."  In  the 
bowls  might  he  put   pop-corn. 

head  t<>  them  part  <>l"  Whittier's  Corn  Song. 

Let  them  read  from  the  Reader  First  Day  of 
School. 

Tenth  Lesson: 

Read  them  parts  of  the  Blessing  of  the  Corn- 
fields. 

Read  from  the  Reader  Another  September. 

Eleventh  Lesson  : 

Indian  food  :  Tell  of  the  one  daily  meal  and  of 
its  preparation.  Indian  women  were  the  first  to 
cook  baked  beans,  hoe  cake,  ash  cake,  pone  and 
hominy,  samp  and  succotash,  and  pop-corn,  —  "corn 
that  flowers,"  they  called  this  last. 

The  women  were  the  farmers  and  a  stag-horn  was 
their  plough.  In  spite  of  their  primitive  tools,  and 
in  spite  of  all  their  other  labor,  they  got  a  great  deal 
from  the  soil.     To  them  we  are  indebted  not  only 


THE    INDIANS  9 

for  corn,  but  also  for  squash,  pumpkin,  beans,  and 
melons. 

Indian  money  and  its  manufacture  :  Clam-shells 
are  needed  for  this. 

Let  the  children  read  from  the  Reader  Indian 
Money. 

Twelfth  Lesson  : 
Read  to  them  Hiawatha's  Sailing. 

Miniature  birch-bark  canoes  may  be  bought ;  or, 
better  still,  the  children  may  make  them  from  birch- 
bark. 

Tell  them  of  dug-out  canoes. 

Let  the  children  read  from  the  Reader  Indian 
Boats. 

Thirteenth  Lesson: 
Tell  or  read  to  them,  Hiawatha's  Fishing. 

I     vrteenih  Lesson  : 

Tell  tin-  story  of  Hiawatha's  wooing  and  wedding, 
lor  tli.-  sake  of  the  feasting  and  games  as  well  as  the 
story  itself. 

This  may  be  dramatized  with  profit. 

i  nth  Lesson: 

Tell  ili'-  story  of  Hiawatha's  invention  of  Picture 
Writing. 


LO  SEPTEMBER 

Let  ilic  children  read  from  the  reader  Mow  the 
Indians    Wrote. 

It'  the  teacher  has  done  good  work,  if,  in  conse- 
quence, the  children  are  full  and  running  over  with 
Indian  Life  ami  customs,  then  a  little  impromptu 
exhibition,  to  which  the  parents  may  come,  will  he 
easy  to  manage,  and   both  a   pleasure  and  a  profit   to 

the  children. 

The  blackboards  are  already  nearly  filled  with  the 
illustrations  made  with  colored  chalks  of  the  various 
stages  in  the  life  of  Hiawatha.  There  are  composi- 
tions, many  drawings,  and  much  color  work  from 
the  children  illustrating  this  and  other  phases  of 
Indian  life.  Birch-hark  canoes,  wigwams,  cradles, 
and  Indian  dolls  have  been  made  by  them.  Vari- 
ous Indian  relics  and  utensils  have  been  loaned 
from  time  to  time  by  interested  friends.  Parts  of 
Hiawatha  have  been  dramatized.  Why  not  give 
these  parts  together  in  a  more  connected  way,  and 
let  the  blackboard,  the  compositions,  drawings, 
manual  work,  and  loan  collection  tell  the  rest  of 
the  story? 


OCTOBER 

THE    PERIOD   OF    DISCOVERY 

the  norsemen,  columbus,  and  the  cabots 

Aids  foe  the  Teacher: 

Any  of  the  many  excellent  histories  of  the  United 
States  will  be  more  than  sufficient  for  the  store  of 
facts  that  the  teacher  must  accumulate  for  the  work 
of  this  month. 

The  following  poems  are  suitable  in  whole  or  in 
part   for  reading  to  the  children:  — 

The  Skeleton  in   Armor  1  T         ... 

\  Longtellow. 
The  Discovery  oi   the  North  Cape  J 

The  Voyage  to  Vinland,  Lowell. 

Three   Scenes  in  the  Life  of  Columbus,  Will  Carleton  in 

Centennial  Rhynu  s. 

I     iumbufl  at  ih"  Convent,  J.  T.  Trowbridge. 

The  moulding  table,  with  its  sand,  may  be  used  to 
reproduce  the  voyage  and  Landing,  on  a  small  scale. 
The  people  and  ships  may  be  cut  out   from  paper. 

•II  -ti.-ks  will  make  the  forests,  and  the  zinc  may 

be  called  water. 

******** 
11 


L2  OCTOBEB 

The  day 8  previous  to  the  li'ih  of  October  should 
be  devoted  to  the  story  «>i  Columbus.  A.fter  the 
celebration  of  the  anniversary  of  his  greal  discovery 
the  time  may  be  devoted  to  the  Cabots  and  the 
Norsemen. 

There  will  be,  perhaps,  ten  lessons,  before  the 
twelfth  of  the  month.     These  might  be  divided  as 

follows  :  — 

First   Lesson  : 

Draw  on  the  blackboard  the  picture  of  the  Land- 
ing of  Columbus,  or  show  a  copy  of  it  to  the 
children. 

Tell  them  that  this  is  a  picture  of  the  first  while 
man  who  came  to  this  continent.  Talk  with  them 
of  his  dress,  his  sword,  his  banner,  his  companions, 
of  the  Indians  watching  behind  hushes,  and  of  their 
thoughts  and  feelings  as  they  watched  Columbus 
and    his   men. 

Let  the  children  read  from  the  Reader  the  First 
White  Man  on  this   Continent. 

Second  Lesson  : 

The  landing  of  Columbus  may  be  dramatized. 
The  royal  standard  which  Columbus  carried,  and 
the  banner  of  the  green  cross  carried  by. each  of 
two  captains,  may  be  quickly  made  with  the  com- 


THE   NORSEMEN,    COLUMBUS,    AND   THE   CABOTS       18 

mon  colored  chalks,  using  pointers  or  blackboard 
rulers  for  the  standards.  It  is  not  even  necessary 
to  go  to  this  trouble.  The  same  imagination  which 
will  make  the  children  quite  as  content  to  take  the 
part  of  the  bushes  and  ships  as  the  part  of  Colum- 
bus, will  also  enable  them  to  see  the  flag  of  Spain  in 
an  old  umbrella. 

Third  Lesson  : 

Talk  with  the  children  of  the  boyhood  of  Colum- 
bus. Tell  them  of  his  home,  which  still  may  be 
Been  in  Genoa,  of  his  father  and  of  his  occupation, 
of  his  natural  environment.  Dilate  on  the  sea. 
Tell  them  of  his  school  and  what  he  learned  there. 

Marco  Polo's  Travels  may  be  bought  for  a  few 
cents,  and  the  children  may  be  interested  to  hear, 
read  and  to  see  the  book  which  Columbus  read  so 
many  times. 

Lei  the  children  read  from  the  Reader  of  the 
li"// hood  of  Columbus. 

Fourth   Lesson: 

I'm  nn  the  board  one  of  the  old  maps  of  Colum- 
bus' time  showing  the  "Sea  of  Darkness*'  tilled  with 

the  monsters  thai  they  supposed  to  inhabit  it. 

W'itli  a  L,rh>be  make  clear  to  them  Columbus'  idea 
of  tie-  best  way  to  reach  Asia.     Let  them  think  out 


I  I  OCTOBER 

why  Columbus  wished  to  reach  Asia,  and  why  he 
could  not  ai  once  set  Bail.  Tel]  them  of  his  varied 
experience  in  trying  to  gel  help  from  kings  and 
queens. 

Let  them  read  from  the  Reader  Geography  in 
the  Time  of  Columbus  and  Columbus  Gets  Ready 
to  Sail. 

Fij'th   inul  Sixth    Lessons: 

The  story  of  La  R  ibida  may  be  told  to  the 
children,  and  afterwards  dramatized  by  them.  This 
may  be  read  by  them  in  the  Reader.  Here  also 
may  be  found  an  abbreviated  version  of  J.  T.  Trow- 
bridge's poem  on  the  same  subject. 

Seventh  Lesson  : 

The  ships  of  Columbus  and  a  ship's  log  are  the 
appropriate  blackboard  drawings.  Procure  also  a 
compass  of  some  sort,  and  from  a  steamship  com- 
pany get  exterior  and  interior  pictures  and  plans 
of  some  one  of  our  great  liners.  Let  the  children 
compare  one  of  our  ships  with  the  best  of  Columbus'. 
Why  are  ours  so  much  larger?  What  difference  is 
there  in  the  cut  of  the  vessel?  in  the  method  of 
navigating  them?  in  the  accommodations  for  those 
on  board?  Why  is  there  a  difference?  Compare 
the  three  vessels  of  Columbus  each  with  the  other. 


THE  NORSEMEN,  COLUMBUS.  AND  THE  CABOTS   15 

Let  the  children  read  from  the  Reader  a  part  of 
the    Voyage  of  Columbus. 

Eighth  Lesson : 

Read  to  the  children  Columbus'  own  account  of 
this  great  voyage.  His  original  journal  is  lost,  but 
large  portions  of  it  were  quoted  in  Las  Casas' 
Personal  Narrative  of  the  First  Voyage  of  Colum- 
bus to  America.  For  the  benefit  of  teachers  to 
whom  this  may  not  be  immediately  accessible,  the 
following  extracts  from  it  have  been  made  :  — 

•■  Whereas,  Most  Christian,  High,  Excellent  and 
Powerful  Princes,  King  and  Queen  of  Spain  and  of  the 
Islands  of  the  Sea,  our  Sovereigns,  this  present  year 
1  192,  .  .  .  determined  to  send  me,  Christopher  Colum- 
bus, to  the  .  .  .  countries  of  India,  to  see  the  .  .  . 
princes,  people,  and  territories,  .  .  .  and  .  .  .  directed 
that  I  should  .  .  .  proceed  ...  by  a  westerly  route. 
.  .  .  Hereupon  I  .  .  .  proceeded  to  Palos  .  .  .  where 
I  armed  three  vessels  .  .  .  and  ...  set  sail  ...  on 
Friday,  the  third  of  August.  .  .  . 

"Sunday,  Sept.  16.  Sailed  day  and  night  west  .  .  . 
tli»-  mornings  were  most  delightful,  wanting  nothing 
hat  the  melody  of  the  nightingales.  .  .  . 

••  Monday,  Sept.  17.  Steered  west  and  sailed  day  and 
night.  .  .  .  We  saw  a  great  deal  of  weed  which  came 
from  the  west.  .  .  .  We  were  of  the  opinion  that  land 
was  near.     The  needles  varied  to  a  whole  point  of  the 


16  OCTOBER 

oompass;    the  seamen  were  terrified  and  dismayed.  .  .  . 

At  dawn  they  saw  many  more  weeds  .  .  .  and   among 

them  a  live  crab  .  .  .  which  .  .  .  are  sure  signs  of  land. 

"Saturday,  Sept.  .'.'.     Wind  ahead.  .  .  .     This  head 

wind  was  very  necessary  to   me,  Eor   m\   crew    had   grown 

much  alarmed,  dreading  that  they  never  should  meet  in 

these   seas   with   a,   fair   wind   to   return    to   Spain.   .    .   . 

••  Tuesday,  Sept.  .'■'>.  At  sunset  Martin  AJ-'Hi/.o  called 
(.ut  with  great  joy  from  his  vessel  that  he  saw  land. .,_.  . 
The  Admiral  [Columbus]  says  that  when  he  heard  him 
declare  this,  he  fell  on  his  knees  and  returned  thanks 
to  God,  and  Martin  Alonzo  with  his  crew  repeated 
"Glory  to  God  in  the  highest,"  as  did  the  crew  of  the 
Admiral. 

•■  Wednesday,  Sept.  26.  .  .  .  What  they  had  taken 
for  land  was  nothing  hut   clouds.  .  .  . 

-  Wednesday,  Oct.  10.  .  .  .  Here  the  men  lost  all 
patience,  and  complained  of  the,  length  of  the  voyage. 

"  TJiursday,  Oct.  11.  ...  The  land  was  first  seen  by 
a  sailor  .  .  .  although  the  Admiral  [Columbus]  at  ten 
o'clock  that  evening  .  .  .  saw  a  light;  .  .  .  calling  to 
.  .  .  the  groom,  .  .  .  he  .  .  .  bid  .  .  .  him  look  that 
way.  which  he  did,  and  saw  it.  .  .  .  At  two  o'clock  in 
the  morning,  the  land  was  discovered  at  two  leagues  dis- 
tance .  .  .  they  found  themselves  near  a  small  island. 
.  .  .  Presently  .  .  .  the  Admiral  landed  in  the  boat. 
.  .  [He]  bore  the  royal  standard  and  the  two  captains 
each  a  banner  of  the  Green  Cross.  .  .  .  Arrived  on 
shore  they  saw  trees  very  green,  many  streams  of  water, 


THE  NORSEMEN,  COLUMBUS,  AM)  THE  CABOTS   17 

and  divers  sorts  of  fruits.  .  .  .  The  Admiral  .  .  .  took 
possession  ...  of  that  island  for  the  King  and  Queen. 
.  .  .  Numbers  of  the  i^ouk^gdjjl^  island  .  .  .  col- 
lected together.  .  .  .  \^  BJthey  were  very 
friendly  .  .  .  1  iji^  ^WBPsome  red  caps,  ami 
strings  of  bj^fl  BKewith  they  became  wonder- 
fully  attacM  ^H'terwanls  they  came  swimming 
to  the  boafflH  ^^^parrots,  balls  of  cotton  thread, 
javelins.   .  .  .  ^H 

••  Sunilii'i,  Oct.  14th.  After  having  taken  a  survey  of 
these  parts,  I  returned  to  the  ship,  and  setting  sail, 
discovered  such  a  number  of  islands  that  I  knew  not 
which   first  to  visit." 

In  reading  this  to  the  children  I  should  most 
decidedly  say  "I"  instead  of  "the  Admiral,"  and 
"we  **  instead  of  "they." 

Put  the  noteworthy  dates  on  the  board  as  you 
read,  and  at  the  end  ask  such  questions  as  these  :  — 

How  Long  was  the  voyage?  How  long  was  it 
before  they  really  found  land  after  they  thought 
they  had  found  it  ?  Who  deserves  the  most  credit. 
( lolumbus  or  the  sailors  who  sailed  the  ship?     Why  ? 

Ninth   "Lesson  : 

Finish  The  Voyage  of  Columbus  in  the  Reader. 
Lei  the  children  dramatize  its  various  incidents. 
(hairs,  especially  rocking-chairs,  make  excellent 
ships. 


L8  OCTOBER 

Tenth   Lesson: 

Tlic  Trin in i>h  of  Columbus  might  be  the  subject 
of  this  Lesson.     4i|      .!^.^ 

All  tlic  hoys  :fli»d  im^i  (mttju-  «jfirls  will  be  only 
Inn  glad  to  smear  their  fac^SMBfc^oloivd  chalks, 
and  decorate  thorns*  I, ^  unh  bright  l'eai!i>'i-s  ami 
gold  ornaments.      Those,  will    In-   ^te'-jHftiaiis. 

Then   may   follow  some   ehihlrorWp^epreseiii    the 

parrots  and  other  beautiful  birds  that  Columbus 
brought  home  with  him.  Columbus  on  a  handsome 
horse  will  come  next,  followed  by  the  Spanish 
soldiers  in  bright  armor.  This  procession  will  then 
march  to  the  King  and  Queen,  who  will  be  seated 
on  the  chairs  for  thrones,  and  who  will  graciously 
bid  each  to  rise  as  lie  kneels  before  them. 

Let    the    children     road    from     the    Reader    the 

Triumph  of  Columbus. 

******** 

On  October  12,  the  celebration  of  the  anni- 
versary of  the  discovery  of  America  may  be  fitly 
opened  by  the  recitation  of  the  beautiful  lines  from 
Lowell,  quoted  in  the  Reader.  Since  this  will  be 
the  keynote,  it  is  necessary  that  they  should  be 
given  with  spirit  and  emphasis.  Choose  for  this, 
therefore,  some  student  on  whose  voice,  enthusiasm, 
and  intelligence  you  can  rely. 

Then    should    follow    as   much    of    the    story    of 


THE  NORSEMEN,  COLUMBUS,  AND  THE  CABOTS   19 

Columbus  as  they  know.  Part  of  it  may  be  given 
in  action,  part  by  recitation  and  reading,  e.g.  the 
poems  of  Trowbridge  and  Will  Carleton,  and  part 
by  simple  narration. 

The  teacher  must  know  exactly  what  is  to  be 
done,  when,  aim  by  whom.  But  the  work  of  the 
children  should  be  spontaneous  for  the  most  part. 
This  will  be  impossible  if  the  previous  lessons  have 
been  perfunctory. 

The  story  of  the  unhappy  last  days  of  Columbus 
may  be  told  to  the  children  by  the  teacher,  and  one 
day  may  be  read  by  the  children  from  the  Header, 
and  reproduced  by  them,  either  orally  or  dramati- 
cally, the  next. 

******** 

Lit  t  hem  make  booklets  of  drawing  or  other  con- 
venient or  suitable  paper  about  five  by  six  inches. 
By  means  of  a  hektograph  put  on  the  outside  of 
each  in  large  letters,  "  Scenes  from  the  Life  of 
Columbus.'"  together  with  his  portrait,  or  some  other 
suitable   design. 

In  the  middle  of  the  first  page  let  them  write  neatly 
1  he  lines  from  Lowell,  or  any  other  suitable  quotation. 

In  the  middle  of  the  top  of  the  next  page  let  them 
print  neatly  "The  Birthplace  of  Columbus,"  draw- 
ing it  below. 


JO  OCTOBER 

Beneath  the  drawing  ma\  be  written  the  words  ot 
the  inscription  on  the  tablel  in  front  :  — 

••  \n  home  more  worthy  I  Here  under  his  lather's 
roof  Christopher  Columbus  passed  his  boyhood  and 

\  tuitli." 

For  the  next  page  the  title  may  be  "  <  S-eography  in 
the  Time  of  Columbus."      The  drawing  to  illustrate 

i  his   will    be   of   course   one.   of  the   curious   ancient 
maps  of  his  time. 

On  the  fourth  page  may  be  depicted  the  scene  at 
the  convent,  with  an  appropriate  title. 

The  stormy  ocean  carrying  his  three  little  ships, 
the  Landing,  the  triumph,  and  his  last  days,  may  he 
the  subjects  of  the  succeeding  pages. 

It  is  not  intended  that  the  children  shall  copy 
any  of  the  pictures  that  have  been  shown  them  on 
these  subjects.  On  the  contrary,  from  a  full  mind, 
to  which  the  pictures  have  contributed  only  a  part, 
they  will  draw  representations  of  the  scenes  as  they 
bave  imagined  them. 

******** 

The  reason  for  the  name  America  may  be  given 
them  for  silent  reading. 

Ask  them  why  America  is  called  America  instead 
of  Columbia.     Then,  when  none  can  answer,  tell  them 
to  turn  to  p.  50  of  the   Reader  and   find  the  answer. 
******** 


THE    NORSEMEN,   COLUMBUS,    AND   THE    CABOTS       21 

The  coining  of  the  Norsemen  admits  of  much  illus- 
tration. Their  ships  ma)-  be  drawn  on  the  board 
and  contrasted  with  the  ships  of  Columbus.  If 
possible,  show  or  make  illustrations,  in  color,  of  the 
Vikings  and  the  Italians. 

Mark  on  a  globe  the  probable  course  of  Columbus 
and  the  probable  course  of  the  Vikings.  Pictures 
of  the  old  stone  mill  in  Newport  and  of  Dighton 
Rock,  long  supposed  to  be  of  Norse  origin,  may  be 
shown,  although  every  one  now  knows  that  the  mill 
is  quite  modern  and  that  the  writing  on  the  rock  is 
Indian. 

Head  to  them  portions  of  the  poems  by  Long- 
fellow and  by  Lowell  given  in  the  beginning  of  the 
chapter. 

Let  the  children  read  from  the  Reader  the  account 
of  the  Coming  of  the  Norsemen,  and  the  extracts 
from  two  of  the  pages  which  deal  with  these  expedi- 
tions. 

Two  or  three  lessons  may  be  profitably  spent  thus. 
******** 

In  telling  the  story  of  the  ('abuts  three  things 
Bhould  be  made  clear  to  the  children.  The  first  of 
i  1j.-s.-  is  thai  Columbus'  discovery  filled  the  world 
with  discoverers.  The  second  is  that  Cabot,  a 
Venetian,  had  do  trouble  in  securing  from  the 
King   of    England    money    to   cany    on    his    explo- 


22  OCTOBER 

rations.  And  the  third  thing  is  that  since  many 
explorers  from  main  nations  were  making  discov- 
eries and  explorations  on  this  continenl  of  ours, 
in  tin"  ('ml  the  land  would  be  claimed  by  these 
different     nations.      They    should    understand    the 

English  and  Spanish  claims,  and  be  told  that  these 
were  not  the  onl\  nations  interested  in  America  — 
that  the  French,  too,  although  much  later,  sent  out 
their  explorers. 

There  is,  of  course,  danger  of  going  too  deeply 
into  "explanations,"  but,  on  the  other  hand,  founda- 
tions must  be  laid  on  which  the  future  narrative  is 
to  be  built.  And  in  no  subject  with  pupils  of  any 
age  should  the  inevitable  relationship  of  cause  and 
effect  fail  to  be  noticed.  Causal  relationship  is 
the  manna  in  the  educational  wilderness.  Without 
it  even  the  elect  will  perish  from  mental  starvation. 


NOVEMBER 
WHY   WE   HAVE   THANKSGIVING 

THE    PILGRIMS 

All>s    FOB    THE   TEACHEB  : 

Any  of  the  many  excellent  histories  of  the  United 
Stales  will  be  inure  than  sufficient  for  the  store  of 
ta'i>  that  tht-  teacher  must  accumulate  for  the  work 
of  this  month. 

Tin'  following  stories  and  poems  may  be  read  or 
told  to  the  children  in  whole  or  in  part :  — 

Miles  Standish,  Longfellow. 

Tin-  Fir-:  Thanksgiving,  Kate  Douglas  Wiggin,  in  In  the  Story 

Hour. 

Firsl  Thanksgiving  >  .,  ,.  _ 

.   ,    _T,    .      \  Margaret  J.  Preston. 
•  a  a  Little  Pilgrim  ) 

Thanksgiving  Day.  Nora  Perry,  in  Neva  Songs  and  Ballads. 

Thanksgiving 

A    thanksgiving  Feast 

The  Pumpkin 

I.        da's  <  'pinion 


Margarel  J.  Sangster. 


The  l'uiiiiikm  i 

.     ,     John  <;.  Wliittier. 
For  an  Autumn  Festival  ' 

The  Landing  of  the  Pilgrims,  Felicia  Remans. 

no 


24  NOVEMBEK 

Tin'  Twenty-second  ol  December,  W.  C,  Bryant. 

A  Boston  Thanksgiving,  E.  K.   Hale,  in  Einilie  Poulsson's  In 

the  chilli's  World. 

Thanksgiving  Story,  Wiltse's  Kindergarten  Stories. 

liar.        -  I  Eleanor    Smith,    in    Songs    for    Little 

Thanksgiving  HymnJ      Children. 

Thanksgiving  Day  ..     ,     _ 

„    ;  walkers  Songs  and  Games. 
can  a  Little  Child  Like  Me 

A;   Harvest  Time,  in  Lilliput  Levee. 

First    /,,  ison  : 

The  Pilgrims.  Through  conversation,  develop 
ih.'  fact  that  tin:  children  go  to  many  different 
churches.  Tell  them  that  once  there  was  not  this 
freedom,  that  often  the  king  of  the  country  decided 
to  which  church  all  the  people  should  go.  Then 
tell  them  of  England.  Show  them  pictures  of  the 
Cavaliers  and  Puritans;  or,  better  still,  put  these  on 
the  hoard.  Let  the  children  note  the  very  indica- 
tive differences  in  dress,  and  tell  them  that  these 
plainly  dressed  people  not  only  dressed  differently 
from  the  majority  of  people  in  England,  but  that 
they  also  wished  to  go  to  a  different  church.  This 
the  king  would  not  let  them  do.  So,  much  as 
they  loved  England,  they  resolved  to  leave  it. 
On  account  of  their  wanderings  they  were  called 
Pilgrims 

Tell  them,  too,  something  of  the  Pilgrims  of  old 
with   their  cloaks,  hats,  and   stall's  so  well  adapted 


THE    PILGRIMS  '2o 

to  their  travels,  and  of  the  broom-plant  cockle-shell 
(scallop)  which  some  of  them  wore  to  indicate  where 
they  had  been. 

Let  them  read  from  the  Reader  the  account  of  the 
Pilgrims. 

The  second  and  third  and  fourth  lessons  may  be 
devoted  to  the  voyage. 

Put  on  the  board  a  drawing  of  the  Mayflower. 
This  might  have  a  half  border  of  the  New  Eng- 
land Mayflower  (the  arbutus),  with  the  lines  from 
Whittier  given  in  the  Reader. 

Show  them  the  picture  of  the  parting  at  Delfs- 
haven.  Let  them  notice  that  it  seems  to  be  a  very 
sad  event,  and  tell  them  why  Call  their  attention 
to  the  time  of  year,  and  let  them  see  that,  at  the 
best,  it  must  have  been  a  stormy  and  wretched 
passage.  Show  them  pictures  of  Elder  Brewster, 
Miles  Standish,  and  perhaps  the  Whites  with  little 
Faith  and  Peregrine,  whose  cradle  still  exists:  or, 
better  still,  let  the  teacher  cut  them  out  with  scissors 
as  -In-  talks  of  cadi. 

Tell  the  story  of  little  Oceanus  Hopkins-.  Tell 
them  <>f  the  final  landing  on  Plymouth  Rock,  and 
of  their  prayer  of  thankfulness.  Read  to  them  Mrs. 
1  [emails'  poem. 

Lei  them  read  from  the  Reader  the  Landing  of 
tin   Pilgrims. 


26  NOVEMBER 

This  story  m;i\  be  reproduced  by  the  children 
orally,  bj  drawings,  in  writing,  l>\  dramatization, 
and  in  miniature  on  the  sand-table. 

In  the  dramatization,  the  parting  a1  Delfshaven 
will  be  the  firsl  scene.  Then  half  of  the  children 
may  embark  in  an  imaginar)  Mayflower  on  an  imagi- 
nary ocean. 

In  an  imaginary  cabin  they  may  converse  to- 
gether concerning  their  experiences  in  the  Old 
World  and  their  hopes  for  the  New  Peregrine 
and  Oceanus  may  be  rocked  and  played  with,  so  me 
of  the  discomforts  of  the  voyage  may  be  expressed, 
and  finally  land  may  be  sighted.  They  may  mount 
chairs  to  see  it  through  the  portholes,  and  express, 
in  various  ways,  their  joy  at  the  prospect  of  again 
reaching  land. 

The  half  of  the  children  left  behind  at  Delfs- 
haven may  now  transform  themselves  into  the  trees 
and  stones  of  the  bleak   New  England  shore. 

Let  Miles  Standish  take  the  lead  in  the  play  as 
he  did  in  reality. 

Much  the  same  method  of  telling  the  story  at 
the    sand-table    may    be    employed    here    as    in    the 

case    of    ColumbllS.        A     lew    pebbles    will    Sll  I'liciel  1 1  1  \ 

indicate  the  difference  in  the  coast.  Of  these, 
one  in  particular  may  be  designated  Plymouth 
Rock. 


THE   PILGRIMS  '27 

Fifth  Lesson  : 

Let  the  children  think  what  would  be  the  first 
things  that  they  would  do  had  they  landed  as  the 
Pilgrims  did  on  a  strange  shore  where  there  were 
no  people,  no  houses,  no  stores.  Go  somewhat  into 
the  details  of  log  cabins. 

Remind  them  again  of  the  time  of  the  year. 

Then  Let  them  read  from  the  Header  Plymouth 
Rock. 

Sixth  Lesson  : 

Must  of  the  reasons  that  led  the  Pilgrims  to  come 
to  America  have  been  already  taught.  Review  these, 
and  let  the  children  read  from  the  Reader  why  the 
Pilgrims  came  to  America. 

Two  or  three  lessons  may  be  profitably  spent  on 
Holland.  .Mrs.  Dodge's  Hans  Brinker,  or  the  Silver 
Skates  will  be  very  helpful  for  this  work.  De  Amicis' 
Holland  has  fine  illustrations. 

The  old  story  of  the  Boy  at  the  Dyke  may  be  read 
or  told  to  them.  Among  other  places  ii  may  be 
found  in  Miss  Poulsson's  In  the  Child's  World. 
Phcebe  ( !ary  has  put  it  in  verse. 

Lei  the  children  read  the  accounl  of  Holland,  and 
Edith  Thomas's  Dutch  Child  in  the  Reader. 

Two  or  three  more  Lessons  mighl  be  profitably 
Bpenl  on  the  relationship  between  the  Indians  and 


28  NOVEMBER 

the  Pilgrims.  The  stories  <>f  Massasoit,  Samoset, 
ami  Squanto  are  always  interesting  to  children,  and 
the  Incident  of  the  snake-skin  and  arrows  one  thai 
thej  are  particularly  Eond  of  representing. 

Lei  the  children  read  from  the  Reader  Squanto 
and  the  Price  of  <t  Little  Pilgrim.  Mrs.  Preston's 
poem  on  the  same  subject  may  be  read  to  them. 

Longfellow's  Miles  Stioxlish  is  not  so  well  adapted 
to  reading  to  children  as  Hiawatha.  Nevertheless, 
after  they  have  heard  about  him  and  themselves  read 
the  account  of  him  in  the  Reader,  the  teacher  may 
find  it  desirable  to  read  them  parts  of  the  poem. 

The  remaining  lessons  before  Thanksgiving  Day 
may  be  simply  the  reading  lessons  from  the  Reader. 

The  day  before  Thanksgiving  may  be  celebrated 
elaborately  or  simply.  Therefore  any  or  all  of  the 
following  suggestions  may  he  of  use:  — 

Get  the  children  to  bring  fruits,  nuts,  vegetables, 
and  clothes  for  distribution  later  to  the  poor. 

Decorate  the  boards  appropriately  —  the  wild 
turkey  and  a  half  border  of  corn  in  colors  is  most 
effective. 

Pile  up  their  contributions  in  front  of  the  desk  in 
i  he  form  of  a  pyramid. 

Be  sure  to  secure  plenty  of  corn  on  the  stalk  and 
at  least  one  pumpkin  for  this  purpose. 


THE    PILGRIMS  29 

Let  the  children  recite  together  one  of  David's 
thankful  psalms  and  sing  a  Thanksgiving  song,  such 
as  the  one  given  in  Walker's  Songs  and  Games. 

Read  to  them  or  tell  them  E.  E.  Hale's  story  of 
the  first  Thanksgiving.  This  is  not  the  usual  one. 
which  they  have  probably  already  read  from  the 
Reader.  It  may  be  found,  among  other  places,  in 
Emilie  Poulsson's  In  the  Child's  World. 

The  whole  story  of  the  Pilgrims  maybe  played  by 
them,  or  it  may  be  reviewed  by  means  of  a  conver- 
sation, laving  especial  emphasis  on  their  suffering 
from  lack  of  food  and  shelter,  the  help  of  the 
Indians,  the  prosperous  summer,  and  their  thankful- 
ness for  its  plenty,  which  assured  them  a  comfortable 
winter. 

For  once  Lei  them  eat  their  lunches  in  the  school- 
room and  in  school  hours.  The  children  may  take 
tin-  part  of  the  Pilgrims  and  the  Indians.  Elder 
Brewster  should  say  the  grace,  and  the  smallest 
imagination  will  transform  their  apples  and  sand- 
wiches  into  the  ducks,  geese,  wild  turkey,  fish,  clams, 
deer,  ami  pumpkin  pie  of  the  fust  Thanksgiving. 

And  at  its  conclusion  lei  them  sing,  dance,  run 
Paces,    and    play   games  as  did    the    Indians    on   that 

first  memorable  occasion. 


DECEMBER 

OTHER    SETTLEMENTS 

A  ims  fob  the  Teacher  : 

Any  of  the  many  excellent  histories  of  the  United 
Stales  will  be  more  than  sufficient  for  the  store  of 
facts  thai  the  teacher  must  accumulate  for  the  work 
for  this  month.  Coffin's  Old  Time  in  the  Colonics  is 
written  for  children  and  liked  by  them.  For  this 
reason  it  may  he  very  useful  to  the  teacher. 

The  following  stories  and  poems  are  suitable  in 
whole  or  in  part  for  telling  or  reading-  to  the  chil- 
dren :  — 


Margaret  J.  Preston. 


Mystery  of  Croatan 
Sir  Walter's  Honor 
Lasl  Meeting  of  Pocahontas  and  the 

Great  Captain 
Lady  Yeardley'a  Guest 
Twice-told  Tales,  Hawthorne. 
Peter  Stuyvesant's  New  Year's  Call,  W.  C.  Bryant. 

The  work  for  December  groups  itself  naturally 
into  the  following  subjects:  The  Settlement  oi 
Virginia,  including  the  adventures  of  Captain  John 
Smith;     New    York  and     Henry    Hudson;    Pennsyl- 

30 


OTHER    SETTLEMENTS  31 

vania  and  William  Penn ;  life  in  these  and  the 
other  colonies,  including  particularly  their  relation- 
ship to  the  Indians,  their  industries,  and,  last  of  all. 
their  very  different  ways  of  celebrating  Christmas. 

This  is  all  very  interesting  to  the  children. 
Therefore  one  method,  and  a  very  excellent  one, 
t  >o,  would  be  to  let  them  read  from  their  Reader 
each  day  without  other  teaching.  The  Reader  is 
profusely  and  graphically  illustrated,  and  there  is 
really  no  need  for  other  explanation. 

From  time  to  time  and  at  the  end  of  the  month 
the  subject  may  be  reviewed  in  any  or  all  of  the 
ways  suggested:  viz.  by  topics  orally  discussed  by 
individual  pupils,  by  compositions,  by  original  illus- 
tration, by  little  plays,  and  by  an  exhibition,  which 
shall  be  a  combination  of  the  various  methods  sug- 
sd,  plus  a  loan  collection. 

The  incidents  of  the  cloak  and  of  the  smoking  in 
the  account  of  Raleigh  ;  the  early  adventures  of 
Captain  John  Smith,  his  explorations  and  advent- 
ares  with  the  Indians:  the  story  of  Pocahontas ; 
William  Penn  and  the  Indians,  and  the  Indian  wars, 
jpecially  good  for  dramatization.1 
******** 

Captain  John  Smith's  own  account  of  the  settle- 
ment  of  Virginia   has  been   published   in    Historical 

•  Bee  Beader,  pp.  90,  '.'7.  ill.  128. 


32  DECEMBER 

Classical    Reading^    published    by    Effingham,   May- 
nard  &  Co.     It  is  very  entertaining,  and   might   be 

read  aloud  in  parts  with   both    profil  and   pleasure 

t(»   the   children. 

For    those   who   have    nol     ininiedial  e   aCC6SS    to   the 

book   1   make  the  following  extracts:  — 

With  reference  to  the  first  coming  he  Bays:  — 

••The  council  contrive  the  Fori.  The  rest  cut  down 
trees.  .  .  .  Some  make  gardens,  some  nets,  etc.  The 
savages  often  visited  us  kindly.  .  .  . 

••  What,  toil  we  had  to  guard  our  workman  adays, 
watch  all  night,  resist  our  enemies  .  .  .  cut  down  trees, 
and  prepare  the  ground  fco  plant  our  corn.  .  .  .  There 
remained  neither  tavern  nor  place  of  relief,  but  the 
common  kettle  [which  furnished]  half  a  pint  of  wheat 
and  as  much  barley  boiled  with  water  for  a  man  a  day, 
and  this  having  fried  some  twenty-six  weeks  in  the  ships 
hold  contained  as  many  worms  as  grains.  .  .  .  Our 
drink  was  water,  our  lodgings  castles  in  the  air." 

With  reference  to  his  expedition  down  the  river, 
he  says  that  at  first  the  savages 

"scorned  him  as  a  famished  man;  and  would  in 
derision  offer  him  a  handful  of  corn  .  .  .  for  .  .  . 
swords  .  .  .  muskets  .  .  .  apparel.  .  .  .  He  .  .  .  let  By 
his  muskets,  whereat  they  all  fled  into  the  woods.  So 
marching  towards  their  houses,  they  might  see  the  great 


OTHER    SETTLEMENTS  33 

heaps  of  corn.  .  .  .  Much  ado  lie  had  to  restrain  his 
hungry  soldiers  from  taking  of  it,  expecting  .  .  .  that  the 
savages  would  assault  them,  as  not  long  after  they  did 
with  a  most  hideous  noise.  .  .  .  Being  well  armed  with 
clubs  .  .  .  bows  and  arrows  they  charged  the  English, 
that  so  .  .  .  received  them  with  their  muskets  .  .  .  that 
they  .  .  .  fled  again  to  the  woods,  and  ere  long  sent 
...  to  offer  peace.  .  .  .  Smith  told  them,  if  only  six 
of  them  would  come  unarmed  and  load  his  boat  [with 
corn],  he  would  not  only  be  their  friend  but  .  .  .  give 
them  beads,  copper,  and  hatchets  .  .  .  and  then  they 
brought  him  venison,  turkies  .  .  .  bread  and  what  they 
had;  singing  and  dancing  in  sign  of  friendship." 

<  )f  the  Starving  Time,  he  writes,  that  he  went 
back  to  England  leaving  the  colonists  with  seven 
boats, 

"the  harvest  newly  gathered  .  .  .  three  hundred  mus- 
kets .  .  .  shot,  powder  and  match  sufficient  .  .  .  nets 
for  fishing ;  tools  of  all  sorts  .  .  .  five  or  six  hundred 
swine;  as  many  hens  and  chickens;  some  goats  and 
some  sheep." 

Bui   after  he  bad  gone, 

for  corn  .  .  .  from  the  savagf-s.  we  had  nothing  but 

mortal  wounds,  with  clubs  and  arro  tor  our  hogs, 

hen  sheep  .  .  .  our  commanders,    officers  and 

consumed  them  until  all   was  devoured; 

then  swords,   anus.  .  .  .  or  anything,  we   trailed    with 

D 


3  |  DECEMBl  R 

tvages.  .  .  •  Within  si\  months  after  Captain 
Smith's  departure,  there  remained  uol  past  sixtj  men, 
women,  and  children,  raosl  miserable  and  poor  creatures, 
and  those  were  preserved,  for  the  mosl  part,  by  roots, 
herbs,  acorns,  walnuts,  berries.  Now  and  then  a  Little 
fish.  .  .  .  Yea,  even  the  vrerj  skins  of  our  horses.  .  .  . 
Bui  God  thai  would  not  thai  this  country  should  be 
implanted  [sent  ships  and  men]  bo  preserve  us." 


JANUARY 
BENJAMIN    FRANKLIN  AND   ELECTRICITY 

Aids  fob  the  Teacher  : 

In  addition  to  the  standard  United  States  His- 
tory, one  of  the  many  biographies  of  Franklin  will 
be  useful. 

By  all  means  procure,  if  possible,  his  autobi- 
ography. 

The  following  poems  are  suitable,  in  whole  or 
part,   for  leading  to  the  children:  — 

Ballad  of  Ben  Franklin.  E.  E.  Hale  in  For  Fifty  Tears. 
Printer  Boy  Tramps,  Will  Carleton,  in  Centennial  Rhymes. 

A  physician's  battery,  a  bar  magnet,  a  hit  of  silk 

thread,  some  electrical  toys,  a  piece  of  wool  or  fur. 

and  hard  rubber  will  be  of  use  in  making  electricity 

a  little  more  real  to  them. 

The  following  method  may  be  pursued  :  — 

With  a  physician's  battery  give  the  whole  school. 

standing    in    a    circle    with    clasped    hands,    a    slight 

charge   of  electricity.      Get    them    to   describe    its 
T'il  them  its  name,     bet  them  give  other 

35 


86  JANUARY. 

manifestations  of  electricity.  Probably  some  of 
them  will  instance  Lightning.  Then  tell  them  that 
ii  vras  Benjamin  Franklin  who  discovered  thai  elec- 
tricity and  Lightning  were  one  and  the  same  thing. 

Lei  them  read  from  the  Reader  the  storj  of 
Franklin,8  Kite. 

It  would  be  well  to  show  them  a  few  simple 
electrical  experiments.  Let  them  rub  pieces  of 
wool,  fur,  or  silk  rapidly  over  rubber,  a  comb  for 
example,  until  they  obtain  an  electric  spark.     Tell 

them  to  shuffle  with  their  feet  across  t  he  floor  on  a 
cold  night,  promptly  touching  a  piece  of  metal,  as 
the  gas  fixture,  at  the  end  of  the  performance. 

Suspend  the  bar  magnet  (costing  but  a  few  cents) 
with  a  silk  thread  from  the  chandelier  or  any  other 
convenient  place.  No  matter  how  many  times  it  is 
swung  out  of  place,  it  will  in  the  end  settle  down 
with  its  positive  pole  pointing  north. 

Now  place  near  this  north  pole  the  south  pole  of 
another  bar  magnet.  Let  the  children  observe  that 
each  attracts  the  other.  Now  present  the  opposite 
pole.  At  once  the  suspended  magnet  will  be 
repelled. 

Let  the  children  silently  read  the  story  of  the 
Boyhood  of  Franklin  from  the  Reader.  Tell  the 
children  to  illustrate  it.  Ask  them  questions 
about   it. 


BENJAMIN    FRANKLIN    AND   ELECTRICITY  3i 

In  a  similar  way  take  up  the  story  of  his  arrival 
in  Philadelphia,  and  of  his  work  as  a  printer  there. 
and  of  his  life  in   France. 

Franklin's  "Rules  of  Conduct,"  with  their  ma- 
chinery of  record,  always  interest  the  children 
and  make  them-  wish  to  do  likewise.  It  may  be 
worth  while  to  encourage  them  in  so  doing  by 
helping  them  to  prepare  the  books  by  drawing  the 
form  with  hektograph  ink  and  printing  a  number 
of  copies. 

If  it  is  possible,  —  and  everything  is  possible, — 
take  the  children  where  they  may  see  dynamos  at 
work,  where  they  may  hear  the  click  of  the  tele- 
graph. Let  them  talk  to  you  through  a  phone. 
In  every  way  that  you  can,  bring  them  in  touch  with 
the  wonderful  nineteenth-century  genii.  Then  let 
them  read  in  succession  the  chapters  in  the  Reader 

which  deal  with  tin-  development  of  electricity  since 

"» 
the  time  of  Franklin. 


FEBRUARY 
LINCOLN   AND   WASHINGTON 
Aids    FOR   THE   TEACHER  : 

In  addition  to  the  usual  histories,  Ida  Tarbell's 
Life  of  Lincoln  will  bo  very  useful  for  the  illustra- 
tions. Buy  a  cheap  edition  and  cut  it  up  remorse- 
lessly. 'The  very  best  of  the  pictures  may  be 
framed.  Put  them  between  a  sheet  of  glass  and 
pasteboard  of  the  proper  size,  binding  the  two  to- 
gether with  inch  strips  of  bookbinders'  muslin,  or  the 
passe-partout  paper  that  comes  for  this  purpose.  The 
back  may  be  finished  easel  fashion,  or  with  the  light 
wire  hooks  for  hanging  that  come  for  this  purpose. 

The  second  best  pictures  may  be  mounted  like 
photographs  on  black  cardboard.  The  rest  may  be 
kept  in  a  box. 

Paul  Leicester  Ford's  The  Neiv  Washington  is  a 
recent  and  interesting  biography. 

The  following  stories  and  poems  are  suitable  for 
telling  or  reading  in  part  or  whole  to  the  chil- 
dren :  — 

38 


LINCOLN    AND    WASHINGTON  39 

Abraham  Lincoln,  A  Horatian  Ode,   R.  H.  Stoddard. 

Hand  of  Lincoln,  E.  ('.   Stedman. 

My  Captain.  Walt  Whitman. 

Abraham  Lincoln,  Alice  Cary. 

Our  Good  President,   Phcebe  Cary. 

Tolling,  Edna  Dean  Proctor. 

Read  to  them  also  pint  ions  of  Lincoln's  Inau- 
gurals and  his  Gettysburg  Address. 

Three  Scenes  in  a  Hero's  Life,  Will  Carleton,  in  Centennial 

Rhynu  s. 
Greenway  Court.  Margaret  .1.  Preston. 
The  Virginians,  Thackeray. 

There  are'  in  the  Reader  material  for  twenty 
reading  lessons  for  this  month. 

The  incidents  in  (he  lives  of  both  Lincoln  and 
Washington  may  he  dramatized  from  day  to  day. 
and  followed  with  a  more  elaborate  celebration  on 
the  day  before  the  holiday. 

Sufficient  suggestions  have  already  been  given  for 
this  and  for  correlated  work  in  the  previous  chap- 


MARCH    AND   APRIL 

THE    REVOLUTION,    ARBOR    DAY,    SOME 
STORIES   OF    BRAVE   SEA-CAPTAINS 

Aids  to  the  Teacher  : 

The  usual  history  will  be  quite  sufficient  for  the 
facts  that  the  teacher  must  accumulate  for  the  work 
for  this  month. 

The  following  stories  and  poems  are  suitable  in 
whole  or  part  for  telling  or  reading  to  the  ehil- 
dren  :  — 

Green  Mountain   Boys,  Daniel   P.  Thompson. 

Ruth  Ogden,  a  Loyal  Little  Red  Coat. 

Lexington,  Edith  M.  Thomas. 

Nineteenth  of   April,  Bryant. 

Bunker  Hill   i  „        T,  „      ,        ,     „  .     , 

Nora  Perry,  in  ILr  Lovers  rriena. 
Boston   Hoys' 

Boys'  Redoubt,  Margaret  J.  Preston. 

New  England's  Chevj  chase.   E.   E.   Hale,  in  For  Fifty  Years. 
B  ston   Boys  | 

Ride  of  Jean  McNeal  -Will  Carleton,  in  Centennial  Rhymes. 
Little  Golden  Hair       J 

Apollo  and  Daphne  (   ^N  be  found  ^  any  mythology. 

Pan  and  Apollo        ' 

The  .Miraculous  Pitcher,   Hawthorne,   in  Wonder   Book. 
Old  Piper  and  the  Piper  of  the  Dryad.   Frank  Stockton. 
40 


SOME    STORIES    OF   BRAVE    SEA-CAPTAINS         -11 

The  Walnut  Tree  that  wanted  to  bear  Tulips,  Wiltse's  Stories 

for  (la-  Kindergarti  n. 

Last  Dream  of  the  Old  <  >ak,  Andersen. 

Legend  of  the  Poplar,   Marah  Pratt's   Fairyland  of  Flowers. 

<  >ak  and  the  Ivy,  Eugene  Field. 

The  Birch  Tree,  Susan  Coolidge. 

The  Birch  Tree,  Edith  Thomas,  in  .1  New    Year's  Masque. 

Dovecote  Mill  (sugar-making),  Phoebe  Gary. 

The  Birch  Tree  ■ 

The  Oak 

The  Beggar         [■Lowell. 

Rhcecus 

The  Maple 

Hiawatha's  Canoe,  Longfellow. 

Planting  of  the  Apple  Tree  i  „ 

Bryant, 
Idlest  Hymn  ) 

The  Tree,  Bjornsen. 

The  Tree,  Jones  Very. 

The  Victory  of  Perry,  Alice  Cary. 

On  pp.  6,  7,  10,  11,  12,  13,  18,  20,  26,  31  are  suffi- 
cient suggestions  for  teaching  the  Revolution.  It 
would  be  unnecessary  to  apply  these  devices  and 
methods  to  the  stories  of  the  Revolution  and  of 
our  sailors.  But  a  word  with  reference  to  Arbor 
Day  may  be  of  use. 

The  nature-study  work  for  the  several  days  pre- 
ceding Alhor  Day  should  give  to  the  children  a 
vivid  idea  of  the  dangers  thai  surround  the  seeds 
and  fruits  of  trees  and  their  seedlings,  and  of  the 
length  of  time  required  for  their  full  development. 
This  is  wry  easily  dour,  if  a  systematic  course  of 


[2  MARCH    AND    APRIL 

nature  stud}  is  pursued.  For  in  the  fall  fruits  were 
studied  chieflj  from  this  poinl  of  view.  And  in  the 
short  spring  excursions  germinating  maples,  al  Least, 
must  have  been  seen,  and  should  have  been  studied. 
A  u;i\  of  telling  these  facts,  much  enjoyed  by  the 
children,  Is  to  take  the  tree  with  which  the}  are 
most  familiar;  to  recall  it  to  their  minds  in  its 
autumn  glory  :  t<>  trace  the  different  probable  fates 
of  its  acorns,  for  example  ;  and  to  allow  one  — "our 
little  acorn,"  the  children  call  it — to  escape  the 
pigs,  the  stony  ground,  the  hard  frost,  and  all  other 
possible  disasters,  and  in  the  spring  to  send  down- 
ward its  slender  pointed  white  root  into  the  ground, 
and  its  curved  stem  above  the  ground.  As  the 
teacher  questions  and  listens  and  talks,  the  acorn 
should  develop  under  her  fingers  on  the  blackboard. 
Above  all,  she  should  make  the  children  think  out 
the  reasons.  Why  the  acorn  is  round,  why  its  out- 
side coat  is  thick  and  shiny,  why  the  root  is  pointed 
and  then  branched,  why  the  stem  is  at  first  hooked  al 
the  tip  —  are  all  of  them  interesting  questions  even  to 
the  mind  of  the  semi-stultified  adult.  To  the  eager 
mind  of  a  healthy  child  they  are  actually  exciting. 

At  least  one  other  Lesson  should  he  spent  on  the 
uses  of  trees,  including,  of  course,  the  many  com- 
mercial uses,  but  laying  special  emphasis  on  the 
following  facts  :  — 


SOME    STORIES   OF   BRAVE   SEA-CAPTAINS         43 

Trees  break  the  force  of  falling  rain.  Hence  they 
prevent  the  tearing-  away  of  the  soil  which  may  be 
observed  after  a  rain-storm  wherever  some  such 
protection  has  not  been  given.  This  has  doubtless 
been  illustrated  many  times  in  the  aquarium.  If 
the  water  is  poured  in  carelessly,  the  sand  is  dis- 
turbed. But  if  a  hand,  even,  breaks  the  force  of 
the  falling  water,  then  no  harm  is  dune. 

In  the  same  connection  teach  the  fact  that  forests 
prevent  freshets. 

The  influence  of  trees  on  the  atmosphere  is  often 
misunderstood  even  by  intelligent  people.  But  it  is 
a  faet  that  trees  and  other  plants  give  out  a  large 
amount  of  water  vapor  and  oxygen  in  the  daytime. 
They  also  absorb  carbon  dioxide  breathed  out  by 
animals.  They  therefore  purify  the  air,  and  even, 
aside  from  their  shade,  modify  the  heat  of  summer. 

Bu1  tip'  commercial  value  of  trees  is  so  great  that 
they  are  continually  cut  down  and  sold.  In  many 
parts  of  the  country,  in  consequence,  the  land  has 
been  denuded  of  its  trees,  with  disastrous  results. 

What  can  we  do  to  prevent  this?  Trees  musl  be 
nit  down,  but  trees  may  be  planted   in  their  place. 

And  this  is  just  the  reason  thai  Arbor  Day  is 
celebrated  in  our  schools. 

Teach  the  children  in  l»e  grateful  to  the  earth,  to 
the  country,  the  state,  and  the  town.     Teach  them 


I  1  MARCB     AND    Al'KII. 

that  real  gratitude  means  giving,  giving,  giving,  and 
encourage  them,  in  this  instance,  to  give  of  their 
knowledge,  time,  and  money  in  planting  good  trees 
in  favorable  sit ual ions. 

Do  not  plant  a  North  Carolina  Poplar  it'  any  other 

tree  can  be  made  to  grO"W  in  the  same  place. 

Arl>or  Day  exercises,  so  Ear  as  the  literary  pari  is 
concerned,  have  been  sufficiently  provided  Eor  in  the 
Reader. 

Use  the  board  and  all  the  boards  for  illustrations 
of  the  life  histories  of  trees.  Devote  one  corner  of 
the  stage  to  the  tree  beautiful,  and  another  to  the 
tree  useful.  Buds  and  blossoms,  real  and  pictured, 
will  serve  for  the  one,  and  every  description  of  a 
product,  raw  and.  manufactured,  for  the  other.  Let 
an  immense  rubber  plant,  with  all  kinds  of  rubber 
articles,  from  combs  to  hose,  occupy  the  centre  of 
our  stage.  Let  this  be  flanked  on  both  sides  with 
lumber,  tanning  and  dye  barks,  nuts,  fruits,  raw  and 
preserved  fibres,  including  cocoanuts,  cocoa  rope 
and  matting,  medicines,  spices,  camphor,  coffee, 
cocoa,  etc.,  together  with  the  trees'  friends,  the 
birds  ;  and  the  trees'  enemies,  some  harmful  insects, 
including  some  of  the  loveliest  of  our  moths  and 
1  nit  tor  flies. 

Above  all,  plant  the  trees,  and  plant  them  prop- 
erly ! 


MAY 
GRANT,    DECORATION  DAY,    AND   BIRD   DAY 

Aids  fob  the  Teacher  : 

Mabel  Osgood  Wright's  Citizen  Bird  will  be 
useful  in  preparing  for  the  proper  celebration  of 
Bird  Day.  The  magazine  "Birds**  has  at  a  low 
price  many  fair  color  pictures  of  common  birds. 

The  following  stories  and  poems  arc  suitable  in 
whole  or  part  for  telling  or  reading  to  the  children. 

Uncle  Tom's  Cabin,  Harriet  Beecher  Stowe. 

Our  Country's  fall.  Bryant. 

How  <>M  Brown  took  Harper's  Ferry,  Bryant. 

Barbara  Frietchie  ,  _. 

\\  hittier. 
Brown  oi  <  ►ssawatomie    ' 

airy  Sheridan 

Ballad  <>f  New  <  Orleans 

The  Black  Regimen) 

Battle  of  Lookout  Mountain 

\ 

Dirge  for  a  S  Idier  J 

Young  Soldier,  Alice  Cary. 

John  Brown,  Phoebe  Cary. 

Hymn  ol  the  Republic,  Julia  Want  Howe. 

45 


.  II.  Boker. 


16  MAY 

John  Burns  of  Gettysburg,  Brel  n  arte. 
Sheridan's  Ride,  T.  Buchanan  Reid. 
Gone  Forward    Lee  .  Margarel  J.  L'reston. 

War  SongS. 

How  the  Robin  gol  his  Red  Breasl .  Whittier. 

I'Ih'  Unknown  Land,  Mrs.  Gatty's  Parables  from  NatuYe. 

The  si  irks,  Andersen. 

Birds  of  Killingworth,  Longfellow's  Tales  of  a  Wayside  Inn. 

Robin's  Apologj     i  _,  _.   „,  .     ,  ....     ..,,,, 

|  F.  1).  Sherman,  m  l.iiiir  Folks   Lyrics. 
\w  an  <  Irchard        ' 

( » 1 1 1  of  the  Sky  I  ,,       ,.    ,       .     ....        ,  . . 

I  Mrs.  Dodge,  in  II  hen  Life 

The  Secrel  .    ,. 

is  xoung. 
How  the  Birds  first  I. earn  to  Sing     I 

Birds'  Thoughts,  Einilie  Poulsson,  in  Tn  tin  Child's  World. 

Morning  Song,  Tennyson,  in  Sea  Dreams. 

( ioming  of  Spring  | 

Brother  Robin 

A  Song  of  Spring  j-  Lovejoy's  Nature  in  P<  r  ■ 

li  Ever  I  See,  Lydia  Maria  Child 

A  Bird's  Nesl 

Bluebird        )  _  „     ,    „  .  „ 

,  \  \\  alker  s  Songs  and  dames. 
Birdies'  Ball  * 

All  the  Birds  have  come  Again,  Eleanor  Smith,  in  Songs  for 

Little  ( 'hiiih-i  a. 

If  the  Bluebirds  Bloomed,  St.  Nicholas  Songs. 

Sir  Robin  i  . 

Lucy  Larcoin. 
Sister  ami  I'.luebeard   J 

In  a  Lilac  Bush    / 

Celia  Thaxter. 
The  Robin  ' 

Return  of  the  Birds,  Bryant. 

Trumpeter  Redbreast,  from  Lilliput  Levee. 

Owl  against  Rubin,  Sidney  Lanier. 

Winter  Robin  I 

Robin  Badfellow    '  T.  B.  Aldrich 

Robin  J 

Bluebird,  Whittier's  Child  Life. 


GRANT,    DECORATION    DAY,    AND  BIRD   DAY        47 

The  story  of  Grant  and  of  the  Civil  War  is  the 
literaiy  preparation  for  the  celebration  of  Decora- 
tion Day. 

Read  the  accounts  in  the  standard  history,  the 
stories  and  poems  recommended  here,  and  the  Reader. 
Carry  out  with  this  new  material  any  or  all  of  the 
devices  and  methods  suggested  on  pp.  b,  7,  10,  12, 
13,  18,  20,  26,  31. 

Do  not  fail  to  make  the  children  see  that  they  have 
many  reasons  for  feeling  gratitude  to  their  country  : 
and,  above  all,  make  them  realize  that  the  best  way 
of  showing  gratitude  is  by  giving  freely  of  their 
thought,  their  time,  and  their  property.  ( 'heap  grati- 
tude, cheap  patriotism,  arc  not  worth  the  having. 

Bird  Day  is  less  easy  to  celebrate  appropriately 
than  Arbor  Day.  for  the  birds,  alas,  are  less  com- 
monly seen  and  known  than  the  trees. 

It  has  been  suggested  that  Audubon's  birthday. 
May  1.  be  Bel  aside  in  the  public  schools  for  the 
purpose  of  teaching  bird  economy. 

On  the  boards  might  be  j.hu-ed  color  drawings  of 
Such   of    the   birds   and    nests   as  are    familiar   to   the 

children.      Choose  especially  the  insect-eaters,  since 

they  are   the   most    useful    to  man  of  all    their   tribe. 

•■  Birds/1  published  by  the  Doubleday,  McClure  Co., 
has  fair  color  illustrations  of  many  of  t  he  best-known 
birds, and  is  inexpensive.    It  iHi--.ible.Mvi  Audubon's 


18  MAY 

Birds.      But     this    is    not    easy    to    find    even    in    its 

smaller  edition. 

The  story  of  the  Scotch  weaver  and  Philadelphia 
"school  teacher,"  Alexander  Wilson,  who  was  also  a 
great  ornithologist,  may  In-  interesting  to  them,  too. 

Perhaps  the  thing  that   the  children   most  enjoy  is 

a  medley  of  representations  in  which  each  takes  the 
part  of  various  birds. 

At  this  time  of  the  year,  in  the  Middle  States, 
many  song  birds  have  come  from  the  South,  and 
have  been,  or  are,  building  their  nests.  First  came 
the  robin,  the  bluebird,  the  blackbirds,  the  meadow- 
lark.  After  these  the  song  and  other  sparrows, 
and  then  the  swallow's.  The  thrushes,  the  brown 
thrasher,  the  orioles,  and   warblers  follow  later. 

Let  some  of  the  children  be  the  robin,  while 
others  personate  the  caterpillar,  the  worm,  the 
strawberry,  that  makes  their  food. 

The  call  of  the  robin  is  "Quick,  quick,"  while 
their  song  is  "  Cheerily,  cheerily,  cheer  up,  cheer 
up  !  "  Let  the  children  use  these  sounds  at  appro- 
priate times,  and  while  building  the  nests.  In  each 
of  these  nests  may  be  seen  four  eggs.  These  hatch 
out  into  young  robins.  Children  like  to  be  egga, 
and  are  happiest  when  they  begin  to  "hatch." 

The  father  and  mother  birds  feed  the  babies,  and 
finally  teach  them  to  fly. 


GRANT,    DECORATION   DAY.    AND   BIRD   DAY        49 

The  same  children,  or  others,  may  represent  the 
bluebirds. 

The  song  of  the  bluebird  is  "Dear,  dear,  think  of 
it."'  The  nest  is  merely  a  lining  for  a  hole  in  a  tree 
or  a  bird  house. 

The  appropriately  named  crow  blackbirds  are  the 
most  commonly  seen  of  all  the  blackbirds.  Their 
northward  migration  in  large  flocks  is  one  of  the 
early  and  reliable  signs  of  spring,  just  as  their  south- 
ward flocking  is  one  of  the  first  indications  of 
autumn.  Their  song  is  a  crackling,  squeaking  caw. 
The  farmer  hates  him,  but  very  unjustly.  They  eat 
a  little  corn  at  harvest  time,  but  devour  injurious 
Insects  and  larvae  at  all  times. 

They  nest  in  trees. 

The  meadow  lark  builds  its  nest  on  the  ground. 
Usually  it  is  concealed  by  its  roof,  which  is  a  tuft  of 
grass.  Its  song  is  very  beautiful.  It  seems  to  say 
••  Spring  <>*  the  Y-e-a-r,  spring  o'  the  //ear." 

The  snug  sparrow  is  nut  unlike  the  common 
English  sparrow  in  appearance.  But  his  beautiful 
song  will  at  once  distinguish  him  from  his  chirping 
COUsin.  Its  sunn'  is  said  to  be  "Maids,  maids,  maids. 
hang  on  your  teakettle-ettle-ettle,"  or  better,  "Olit, 
olit.  olit,  chip.  chip,  chip,  chechar,  —  che-wiss,  wiss, 
wIbs  I  " 

It-  nest  is  built  on  low  ground  or  bush. 


.".()  MAY 

Tin'  swallows  with  their  forked  tails,  neckless 
bodies,  wide  mouths,  and  swifl  Might  are  easily  recog- 
nized. The  nest  of  the  barn  swallow  is  one  of  the 
lirsi  thai  children  Learn  to  call  by  name.  It  is  a 
shallow  bracket  made  of  mud  and  straw  placed 
against  rafters  in  a  barn  or  on  the  eaves  of  houses. 
Its  soul;-  is  a  merry  Laugh,  "  Tittle-ittle-ittle-ee." 

The  swallows  Live  on  the  insects  of  the  air.     For 

this  reason  their  winter  home  is  far  to  the  south. 

The  thrushes  are  cousins  to  the  robin  and  black- 
bird, and  their  songs  are  more  beautiful  than  either. 
The  best-known  thrush  —  the  wood  thrush  —  sings, 
••  Idli  .  .  .  a-e-o-li  .  .  .  noli  .  .  .  uoli  .  .  .  uol  .  .  . 
aeolee-lee',"  with  about  four  seconds  between  the 
syllables.  Both  the  nest  and  eggs  of  this  bird 
strongly  resemble  those  of  the  robin. 

'Idle  brown  thrasher,  often  called  the  brown 
thrush,  does  not  belong  to  the  thrushes  at  all,  but 
to  the  wrens.  Its  nest  is  made  from  grape  vines, 
bark,  grasses,  and  roots  and  may  be  found  in  shrub- 
bery. Its  song  is  somewhat  like  the  catbird,  but  less 
rapid  and  brilliant.  It  has  been  variously  inter- 
preted. "Drop  it,  drop  it,  —  cover  it  up,  cover  it 
up,  —  pull  it  up,  pull  it  up.  pull  it  up,"  says  Thoreau, 
while  a  pious  shoemaker,  known  to  Wilson  fcTagg, 
heard  it  sing:  "Look  up.  look  up!  Glory  to  God, 
glory  to  God  !     Hallelujah,  Amen,  Videlicet  !  " 


GRANT,    DECORATION    DAY.    AND    BIRD    DAY       51 

Almost  every  school  has  amongst  its  treasures  the 
nest  of  an  oriole.  And  it  is,  indeed,  a  treasure.  One 
in  my  possession  is  loosely  but  carefully  woven  of  yarn 
and  string  and  hits  of  rope.  It  is  suspended  like  a 
hammock  from  a  forked  branch.  A  threaded  needle 
was  found  and  utilized,  for  every  bit  of  the  thread 
is  used  in  the  weaving,  but  the  needle  hangs  outside. 

The  call  of  the  male  bird  is 

"  Will  you  ?     Will  you  really,  really,  truly?  " 

And  the  answer  of  his  spouse  is 

"I  w-i-11." 

"Warblers"  is  a  name  applied  to  a  large  number 
of  small,  bright-colored,  insect-eating  birds  that 
come  from  the  South  in  great  numbers  during  May. 
Their  songs  are  various.  That  of  the  summer 
yellowbird  is  perhaps  as  characteristic  as  any.  It  is 
•■sweet,  sweet,   sweet,   sweet,  sweet,  sweet,  sweeter. 

repeated  seven  times. 

They  migrate  at  night  and  are  therefore  subject 
to  many  dangers.  They  are  sometimes  Eound  dead 
in  greal  numbers,  killed  by  a  sudden  cold  snap,  or 
perhaps  by  Hying  againsl  some  hard  hidden  object. 

The     War    with    Spain    may    be    illustrated    with 

port  raits  ami   drawings  from    the  magazines.      Speak 

of  the  skill  ami  bravery  of  our  sailors  and  soldiers, 

and  explain  the-  reason  of  the  war. 


JUNE 
FLAG   DAY 

Aids  to  the  Teacher  : 

Large  representations  of  the  different  flags  used 
in  this  country  may  be  made  by  teachers  and  pupils 
from   these   designs. 

Look  at  the  space  to  be  decorated  and  determine 
the  number  and  size  of  the  flags  required.  Cut 
this  from  pasteboard  boxes  or  have;  the  pasteboard 
already  cut. 

Cut  out  the  flags  in  appropriate  colors  from 
sheets  of  engine-finished  colored  paper  and  paste 
them  neatly  on  the  cardboard  with  starch  or  pre- 
pared photographic  paste. 

During  this  month  the  children  will  have  read 
from  the  Reader  the  story  of  the  Star-Spangled 
Banner,  and  of  Betsy  Ross. 

With  the  making  of  the  different  early  flags 
review  the  history  connected  with  them.  In  this 
way  the  story  of  John  Smith  and  other  early 
settlers    of    the    Revolutionary    War,    the    War    of 

52 


FLAG    DAY  53 

1812,  and  the  Civil  War  will  be  revived  in  their 
memories. 

Teach  a  salute  to  the  flag.  Commonly,  in  schools 
this  is  used  :  — 

••  We  give  our  heads  [pointing  to  it],  our  hearts 
[pointing],  our  hands  [extending  them],  to  our 
country.     One    country,   one   language,  one  Flag." 

When  Flag  Day  comes  (June  14)  in  addition  to 
the  decorations  that  have  been  gradually  accumu- 
lating during  this  month,  secure  as  a  surprise  a 
good-sized    flag  and  as  much    bunting  as    possible. 

Let  the  children  salute  the  flag. 

Have  a  representation  of  some  of  the  important 
events  in  its  history. 

Sing  together  the  national  songs. 


Specimen   Page 

HISTORY    READER 


ELEMENTARY   SCHOOLS 


ARRANGED    WITH 


SPECIAL   REFERENCE   TO    HOLIDAYS 


L.   L.   W.   WILSON,   Ph.D. 

Author  of  "Katubb  Stud?  is  Elementary  Schools.     Part  I:  Manual 
for  Teachers.    Part  II:  Reader" 


Nefo  Dorh 
TDK    MAC.MILLAN    COMPANY 

LONDON :  MACMELLA  N  &  CO.,  Ltd. 

1899 

All  1  vi  d 


Comments 


Prom  the  Journal  of  Education 

"This  excellenl  History  Reader  is  written  in  a  manner  that  at 
once  gets  hold  of  the  attention  of  the  child  and  teaches  him  much 
history  ere  he  is  aware.  All  history  Bhould  be  made  to  cluster 
around  its  central  figures  and  prominenl  events,  and  this  is  beau- 
tifully carried  out  in  this  work  by  taking  up  some  central  theme 
each  month.  Thus  September  treats  of  the  Indians;  October,  of 
Columbus  and  the  early  discoveries  ;  November,  of  the  Pilgrims 
and  Thanksgiving;  December,  Captain  Smith,  Pocahontas,  and 
William  l'enn  ;  January,  Benjamin  Franklin,  Morse,  and  the  .urea t 
electrical  inventions;  February.  Lincoln  and  Washington ;  March 
and  April,  the  Revolution;  May,  Grant  and  Decoration  Day; 
and  . I une.   Flag  and  Flag  Day. 

"  The  school  children  who  are  fortunate  enough  to  secure  this 
book  and  read  it  will  never  again  call  history  a  dull  study.  The 
Thanksgiving  story  of  Obed  and  the  Pumpkin  in  this  issue  is  taken 
from  this  book." 

"The  author  has  applied  the  same  method  to  this  history  of 
the  United  States  as  she  has  used  with  such  great  success  in  her 
Nature  Study  in  Elementary  Schools.  The  Bra<h-r  is  arranged 
with  special  reference  to  holidays.  It  is  very  fully  illustrated  with 
about  one  hundred  cuts.  The  frontispiece  and  the  section  devoted 
to  Flag  Day  are  illustrated  in  color.  The  type  is  large  and  plain. 
The  apt  illustrations,  simple  language,  many  easy  and  beautiful 
selections  of  verse  render  this  an  ideal  history  for  young  children.  ■ 
The  history  of  the  United  States  becomes  in  Mrs.  Wilson's  hands 
just  a  simple  delightful  story  which  will  compel  the  child  to  asso- 
ciate each  happy  season  of  the  year  with  its  appropriate  events 
in  the  country's  story.  A  noteworthy  feature  of  this  Reader  is 
that  ii  includes  a  simple  and  succinct  account  of  the  War  with 
Siaiv.  with  portraits  of  all  the  chief  actors  in  the  campaign." 


specimen    Page 

HISTORY   READER 
6  SEPTEMBEK 

At  last  all  was  ended  by  a  great  ball  game. 
There  were  three  hundred  players  on  each  side. 
That  was  a  game,  indeed  ! 


THE    INDIANS 

THESE  Indians  were  the  people  who  lived 
here  before  the  \\  bite  man  came. 

They  had  brown  skin,  black  eyeajflfid  straight 
black  hair. 

The  warriors  stained  their  faces  with  splashes 
of  red,  yellow,  and  blue  paint. 

This  was  to  make  them  look  even  more  fierce 
and  terrible  t han  they  really  were. 

The  1 1 1 <  1  i .- 1 1 1  wore  a  whole  deer-skin  over  his 
shoulder  for  a   manl  le. 


Specimen    Page 


HISTORY    READER 
THE    INDIAN    BOATS 


23 


THE  INDIAN  BOATS 

1  1u;i:y  !    I lurrv  !    we  shall  miss  it . 
There  she  is,  puffing  and  snorting,  and  send- 
ing oul   clouds  of 
smoke. 

What  a  noisj 
monster!  5 

Now  we  are 
all  aboard. 

The  great  wheel  turns. 
The  boal  shivers. 
The  waters  splash. 

See  that  white  foamy  path  that  she  makes. 
We  are  oft'  at  last. 

But   it  was   a    boat  of    a  very   different    sort 
that     sailed    the     <->;,,  water  when  the   In 

dian    lived   here.   S^b^r      Silent  and  swift,  his 

light  canoe  floated 
^       on   tin;  water  like 
an  autumn  leaf. 
He   made    his  boat 
with  his  own  hands. 
First  he  went    into   the  forest  and  cut  some 
branches  from  the  cedar  tree. 


rn 


Specimen    Page 

HISTORY   READER 
NOVEMBER 


THE  LANDING  OF  THE  PILGRIMS 

One  hundred  people  came  over  in  the 
Mayflowi  r. 

They  hoped  to  find  homes  in  this  land. 

Among  them  was  a  soldier  named  Miles 
Standish. 

He  and  sixteen  other  men  landed  first. 

They  walked  along  the  shore,  looking  for 
;i  place  to  settle. 

In  one  spol  they  found  the  ground  newly 
pal  ted  down. 


Specimen    Page 


880 


HISTORY    READER 

M  U 


"Their  hearts  are  as  stout  as  their  ships,"  he 

said. 


Our  government 
soon  sent  a  large  army 

ol     soldiers    to    OCCUpy 

Manila,   and    to   keep 

order    there. 

'This  army  was  com- 
manded by  General 
Merritt. 

Another  large  fleet 
was  sent  to  blockade  Cuba 

Do  you  know  what 
tins  means  ? 

This  fleet  was  com- 
manded by  Admiral 
Sampson. 

Our  soldiers,  too, 
were  getting  together 
at  Tampa,  in  Florida, 
ready  to  be  carried  to  Cuba. 

THE    BATTLES    NKAl;    SANTIAGO 

Thousands  of  men  were  enlisting  every  day. 
They  were  ready  to  suffer  hardships,  and  per- 
haps death,  at  the  call  of  their  country. 


Specimen   Page 


HISTORY  READER 
THE    WAR    WITH   SPAIN 


3TD 


On  one  of  the  islands  is  the  large  city  of 
Manila. 

All  the  best  ropes  of  the  world  are  made  of 
nianila  hemp. 

Many  of  the  houses  in  Manila  are  built  of 
bamboo,  and  thatched  with  palm  leaves. 

The  city  lies  on  a  beautiful  bay. 

Here  was  fought  the  first  battle  of  our  war 
with  Spain. 

Early  on  Sunday  morning,  the  first  day  of 
May,  our  war-ships  sailed  into  the  bay. 

Their  big  guns  opened  fire. 

The  Spanish  guns  answered  back. 

In  a  few  hours  our 


brave  men  had  beaten 
the  Spaniards. 

We  had  not  lost  a 
single  man. 

Admiral  Dewey, 
who  commanded  our 
fleet,  became  a  great 
hero,  like  Perry  and 
Farragut. 

Do  you  remember 
the  deeds  of  these  greal   men? 

Be  «ras  very  proud  of  bis  men,  too. 


Specimen    Page 

NATURE  STUDY 

IN 

ELEMENTARY   SCHOOLS 

A  MANUAL   FOR    TEACHERS 


LUCY   LANG  DON    WILLIAMS    WILSON,    I'n.J), 

1Ikai>  of  tub   Biological   Laboratories   in  the   Philadelphia 

Normal  Sc 1.  FOR  Girls,  and  in  Chaboe  of  THE  Nature 

Wore  in  the  School  of  Observation  and  Practice, 

CONNEl  ii.d    WITH  THE   NORMAL  School 


Ncfo  gork 
THE    MACMILLAN    COMPANY 

LONDON:   MACMILLAN   &   CO.,  Ltd. 
1899 

mi  1 1 (j)its  1 1  served 


Comments 


New  England  Journal  of  Education 

"This  is  an  attractive  manual  on  nature  study,  full  of  suggestion, 
abounding  in  information,  instinct  with  inspiration.     Nothing  has  yet 

appeared  along  this  line  that  is  more  complete,  varied,  judicious,  and 

directive  than  this  hook  —  it  is  peerless."' 

Philadelphia  Evening  Telegraph 

••  It  is  thoroughly  adapted  to  its  purpose,  being  non-technical  as  far 
as  possible,  and  made  easy  and  interesting  to  the  young  mind." 

Review  of  Reviews 

"The  great  value  of  this  little  hook  is  derived  from  the  fad  thai 
the  course  of  nature  study  which  it  outlines  has  already  been  tested  in 
actual  school  work.    The  methods  suggested  are  admirable." 

N.  Y.  Observer 

'•The  hook  should  be  a  great  help  to  those  who  aim  to  interest  chil- 
dren in  nature's  wonderful  workings." 

Education 

"We  have  seen  uo  hook  along  this  line  that  is  more  stimulating 
and  inspiring.  It  shows  the  teacher  just  how  to  go  to  work  to  gel  the 
pupils  interested  and  to  make  them  observant.  This  is  a  modern  sub- 
ject, and  il  is  handled  in  this  volume  in  a  modern  and  masterly  man- 
lier.   W mmend  the  work  to  all  teachers  and  parents." 

Science 

"The  book  has  a  freshness  thai  Bprings  from  the  rich  experience 
of  a  teacher  who  has  enlisted  heart  and  brain  in  the  work  of  intro- 
ducing children  to  the  vasl  domain  of  nature. 

••  The  //,  ader,  which  the  author  lias  prepared  as  a  companion  book, 
is  composed  of  myths,  stories,  and  poems,  which  are  suggested  by 
various  nai ural  phenomena. 

••  'I  be  selections  are  good,  and  in  general  the  rendition  is  excellent. 

"For  this  particular  aspect  of  nature  study  the  book  leaves  bul 
little  to  be  desired. 

"The  considerable  array  ol  material  which  these  I ks  provide 

from  both  the  scientific  and  the  literary  side  will  make  them  valuable 

for  any  teacher  in  the  public  bc! Is,  while  the  author's  earnestness  or 

purpose,  strongly  manifest  throughout  the  work,  will  prove  to  be  a 

lasting  sourer-  of  i  us)  lira  lion." 


Specimen   Page 

NATURE   STUDY   IN   ELEMENTARY    SCHOOLS:     A  MANUAL 
6  I  N  ATI    RE    SI'll>Y 

Facts: 
The  sum  is  more  than  a  million  times  larger  khan  the 

earth,  and  mure  than  ninety-one  million  miles  distant. 

We  move  around  the  sun.  which  semis  to  us  lighl  and 
heal  by  wave  motions.  The  light  and  heat  do  a  great 
deal  of   work  tor  us.      Without    them  it  would  always  he 


Latona  and  her  children,  Apollo  and  Diana. 

bitterly  cold  ami   intensely  dark.     No  rain  could  fall,  no 
rivers  flow,  and  neither  plants  nor  animals  exist. 

The  course  of  the  sun  varies.  It  rises  in  or  near  the 
east,  sets  in  or  near  the  west,  and  in  the  summer  journeys 
higher  in  the  sky  than  in  the  winter.  Hence  in  summer 
and  at  midday  the  vertical  rays  reach  us,  and  it  is  then 
hotter  than  in  the  winter,  or  in  the  morning  or  evening 
when,  the  rays  being  slanting,  the  heat,  and  light  are  less 
intense  in  a  given  locality,  since  they  cover  a  larger  area. 


Specimen   Page 

NATURE    STUDY  IN   ELEMENTARY   SCHOOLS:     A  MANUAL 
66  NATTJKE    STUDY 

Yes,  that  is  the  way  that  it  seeing  bu.1  really  we  are 
travelling  round  the  sun. 

Illustrate  this  by  causing  a  globe  with  a  small  portion 
of  it  covered  with  black  court  plaster  to  revolve  around 
a  lamp  until  at  last  the  plaster  catches  the  light. 

Recall  to  their  minds  the  similar  phenomena  familiar 
to  them  in  the  telegraph  poles,  fences,  houses,  which 
apparently  rush  by  us  as  we  gaze  out  of  the  windows  of 
a  moving  car. 


Phaethon  driving  Apollo's  car. 

What  do,-  the  sun  give  us?  How  does  i'  -cud  us 
light  and  heat':  Qlustrate  by  throwing  a  pebble  in 
water,  by  Bhaking  the  room  or  desk,  by  the  voice. 
What  good  does  the  lighl  do  ?   heat  ? 

To  determine  the  apparenl  course  of  the  sun  and  the 
consequenl  daily  and  seasonal  variations  iii  temperature 

mark  each  week  at  same  hour  the  distance  which  the  sun 
shines  into  the  room.  Tins  may  he  done  by  driving  a 
tack  iii  the  floor.  During  December  the  sun  will  come 
farther  and  farther  into  the  room  until  the  twenty-second. 


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NATURE   STUDY    IN    ELEMKNTARY    SCHOOLS:     A   MANUAL 


CHAPTER    IX 

MAY   AND  JUNE 
Easy  Po(  ms: 

"..  '      f  .,       I  Loveioy's  Nature  in  Verse. 
Signs  of  May,  i  ■'  ■ 

More  Difficult  Poems: 

Extracl  Erom  Lowell's  LTnder  the  Willows. 
Mi  y.  Celia  Thaxter. 

PLANTS 

In  May  and  June  should  be  continued  the  study  of  the 
trees  already  described  in  <  !hap.  VIII. 

The  children  should  also  learn  to  distinguish  between 
ferns,  mosses,  lichens,  and  toadstools,  and  something  of 
the  structure  of  cadi. 

The  following  flowering  plants  should  be  studied:  Dan- 
delion, daisy,  apple,  strawberry,  buttercup,  and  clover, 
[f  ii  is  desired  to  add  to  this  number,  take  jack-in-the- 
pulpit,  shepherd's  purse,  (duckweed,  or  sheep's  sorrel. 
These  are  suggested  not  because  of  their  greater  interest. 
lmt  because  of  the  fact  thai  except  the  first,  children  will 
find  them  growing  even  in  city  streets. 

The  Daudelioh  (Taraxacum  officinale). 
Facts: 

The  dandelion  has  a  very  thick  tap  root,  which,  like 
the  rest  of  the  plant,  is  full  of  milky  juice.     The  leaves 

238 


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NATURE    STUDY  IN   ELEMENTARY   SCHOOLS:     A   MANUAL 
■IA'1  MATURE   STUDY 


The  Apple:  I.  Blossoms  and  leaves.  II.  Vertical  section  of  the  flower,  showing 
pistil,  stamens,  petals,  sepals.  III.  Flower  after  the  petals  have  fallen. 
IV.  Small  green  apple.  V.  Section  of  apple,  showing  the  eye  (pistil  and  calyx 
tips),  thickened  ovary  i core),  and  thickened  calyx.  VI.  Cross  section  of  the 
same- 


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MATURE   STUDY   IN   ELEMENTARY   SCHOOLS:     A    MANUAL 
•J  I  I  NATURE   STUDY 

S  n;  \\\  BEBR1  . 

Facts: 

This  belongs  to  the  same  family  (the  Rose)  as  the 
apple  and  cherry.  Like  them,  the  petals  and  numerous 
stamens  arc  inserted  on  the  throal  of  the  calyx,  which  in 
this  case  consists  of  ten  Lobes  (apparently),  and  is  entirely 
free  from  the  \<'i\  numerous  one-ovuled  pistils,  which 
form  a  head  on  a  large  receptacle. 


Strawberry. 

After  the  petals  and  stamens  fall,  the  juices  of  the 
plant  feed  the  receptacle,  which  becomes  fleshy  ami.  as 
it  ripens,  usually  red  in  color,  bearing  all  over  its  surface 
t  he  numerous  yellow  fruits.  These  are  widely  disl  cibuted 
by  the  birds  and  other  animals,  who  devour  the  so-called 
berry,  but  through  whose  alimentary  tract  the  real  fruits 
pass  undigested. 

A.8  a  matter  of  fact,  however,  the  strawberry  is  propa- 
gated by  runners,  —  long,  slender  stems  which  root  at  a 


Specimen   Page 

NATURE    STUDY 


ELEMENTARY   SCHOOLS 

READER 

fHmljs,  Stories,  Poems 


BY 

MRS.  LUCY   LANGDON  WILLIAMS  WILSON,  Ph.D. 

A.UTHOB  01    "NATURE    StI  I'V    in    Ki.i:mi:ntai:y   SCHOOLS,    A     MANUAL 
l  OB    Tbai  hf.rs  "' 

Head  oi  the   Biological   Laboratories   in  the   Philadelphia 

Normal  Bchool  for  Girls,  and  to  Charge  of  the  Nature 

Work  in  the  S<  iiool  "i  Observation  and  Pbai  noE, 

OONNEl  ihl>    nun    I  Hi:    NORMAL  BCHOOL 


Xrln  Vjovk 
THE    MACMILLAN    COMPANY 

LONDON:   MA<  M  ILL  A  N  &  CO.,  Lth. 

L899 

Ml  i  Iff  fit 


Specimen    Page 

NATURE    STUDY    IN   ELEMENTARY    SCHOOLS:     A   READER 


a 


o 


It  is  a  very  busy  family,  for 
.Kuliis  will  not  1h  any  of  his 
children  be  idle. 

South  Wind  lias  to  make  the 
oranges  and  bananas  grow. 

Easl  Wind  has  to  bring  the 
rain  and  water  Mother  Earth's 
gardens. 

West  Wind  plants  the  seeds  of 
the    dandelions    and    the    daisies. 

He  covers  them  up  with  leaves  so 
that,  they  will  he  warm  and  will 
take  root  by  and  by. 

He    flies    kites   and    sails   boats      j£vV:'*''#< 
and  turns  wind-mills.  Wpv f llj  ■ 

I  have  not  said  anything  about     if  ^ 


Specimen   Page 

NATURE    STUDY 

IN 

ELEMENTARY   SCHOOLS 

FIRST  READER 

BY 

LUCY   LANGDON    WILLIAMS   WILSON,   Ph.D. 

Oi    mi    Philadelphia  Normal  School 

Author  01   "Nature  Study  is  Elementary  8 ls:  A.  Mahual,"   "Nature 

Study  iv  Elbmentari  Bchools:    \   Reader,"  "History  in 
ientari  Schools:  A   Manual,"  and  "History 
in  Elementabi  Schools:  a  Header" 


THE    MACMILLAN    COMPANY 

LONDON  :   MACMILLAN  &  CO.,  Uru. 

1899 

All  rights  reserved 


Specimen   Page 


NATURE  STUDY  IN  ELEMENTARY  SCHOOLS:    A  FIRST  READER 
LOO  DECEMBER 

SNOWFLAKES 

whenever       frightened        comfort        noticed 


o < 


j£^>?     Who  makeq 
:<j-s  ';  .  '   >      •         <&         the  snowflakes  ? 
\    .  £f£%      Why,      Jack 

Frost,      to      be 


'5*  '{*?" 


sure. 


•^£x  He     changes 

<^.  water  to  ice  wherever 

*0b        be  goes. 

When   he    touches   a  raindrop 
it  freezes  into  ice. 

Then  it  falls  to  the  earth. 
We  do  not  call  it  a  raindrop,  then. 
We  call  it  hail. 

Bui    sometimes  Jack  Frost  gets  hold   of  the 
clouds  before  the  raindrops  are  born. 


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NATURE   STUDY   IN  ELEMENTARY    SCHOOLS:     A   READER 
AURORA  25 

AURORA 

A  little  wind  comes  and  wakens  all  the 
birds  and  flowers  every  morning. 

He  rocks  the  branches  of  the  trees  where  the 
birds  have  their  nests.  He  says,  "  Wake  up, 
little  birds,  and  sing!     Aurora  is  coming." 

He  shakes  the  flowers,  a  little  rudely  even,  to 
waken  them.  Then  they  lift  their  heads,  and 
send  out  their  sweet  breath  on  the  air. 

He  comes  through  your  open  window  and 
tickles  your  cheek  witli  your  curls.  He  says, 
••  (let  up,  lii tic  !h>\  ;  the  dawn  is  here  !  " 

Perhaps  you  are  a  little  sleepyhead,  and  turn 
your  back  on  the  wind,  going  to  sleep  again. 

But  if  you  wake  up  with  the  birds  and  the 
flowers,  you  will  see  the  coming  of  beautiful 
Aurora. 

She  i>  the  goddess  of  the  Dawn,  and  she  lives 
in  a  golden  palace  near  Apollo. 

Every  morning  she  pulls  aside  the  curtains  oi 
the  Easl  with  her  rosy-tipped  fingers,  and  looks 
out  upon  the  world. 

There  Bhe  stands  in  her  yellow  -own.  a  torch 
high  above  her  head.  She  wants  to  see  if  the 
road  is  clear  for  the  sun  god. 


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NATURE   STUDY   IN   ELEMENTARY   SCHOOLS:     A   READER 


THE    BIRDS 


BLUE   JAY 


What,  is  the  jay  inure  precious  than  the  lark, 
Because  his  feathers  arc  more  beautiful?" 


Shakespeare. 


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NATURE   STUDY   IN   ELEMENTARY   SCHOOLS:     A   READER 
THE    CHICKADEE  91 


CHICKADEE 


'Then  piped  a  tiny  voice  hard  by, 
Gay  and  polite,  a  cheerful  cry. 
Chick-a-dee-dee !  saucy  note 
( > 1 1 1  of  Bound  heart  and  merry  throat 
A.s  if  ii  said,  <  rood  day.  good  sir ! 
Fine  afternoon,  old  passenger! 
1  lappy  to  meel  yon  in  these  places 
Where  January  brings  few  faces." 

—  Ralph  W  ildo  Emi  rson. 


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NATURE   STUDY   IN   ELEMENTARY    SCHOOLS:     A   READER 

9  I  win  it.i;   sun; n:s   and   POEMS 

his  flute  and  as  he  walked  along  the  road  played 
a  tune  upi »n  it . 

"Come  here,  young  shepherd,"  called  Argus. 
••  Sit  with  me  under  the  trees, and  give  me  some 
music. 


- 


i 


■-■■■    }\<  J         S-      \  , 


Mercury  sal  down  and  played  the  sweetesl 
lullaby  that  ever  was  heard. 

A  "lullaby,"  you  know,  is  what  mother  sings 
to  put  bab}  ">  two  pretty  eyes  to  sleep. 


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NATURE  STUDY  IN  ELEMENTARY  SCHOOLS:    A  FIRST  READER 


TW«  '-'Mi 


4l.;> 


i  I  er  in  the  meadow, 

Where  tin-  clear  \><><>\~  shine, 
Lived  ;i  ;jn'<ii  mother  frog 

And  her  froggiea  nine. 
Croak,"  said  tin-  mother, 
••  We  croak,"  said  i  he  nine. 
So  they  croaked  and  i  hey  splashed 
Where  tin-  clear  pools  shine. 

—  Olive  a.  VVadbwob  i  h. 
17.'. 


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NATURE  STUDY  IN  ELEMENTARY  SCHOOLS:    A  FIRST  READER 

17t">  MARCH 


THE  DANCE  OF  THE  MAPLE  KEYS 

maple  keys       lawn       delight 
blanket       grove 

Why,  what  are  t hese  ? 

They  are  a  party  of  happy  maple  keys. 


See  them  dancing  with  glee  on  a  snowy  lawn. 
The)- are  standing  on  their  heads  with  delight. 
What  has  made  them  so  happy,  do  you  say? 
Just  what  makes  us  happy  to-day. 
Spring  is  coming,  coming,  coming, 
The  sun  is  taking  off  winter's  snow  blanket. 
He  has  told  the  good  news  to  the  birds  and 
the  seeds  and  the  root-. 

And  they  are  all  coining  in  answer  to  his  call. 


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NATURE  STUDY  IN  ELEMENTARY  SCHOOLS :    A  FIRST  READER 
THE   SWALLOW  215 


THE   SWALLOW 

sowing       flax       linen 
discovered       begged 


A     -wallow   saw   a    man   sowing  seeds   in   the 
ground. 

She  weni   behind  him  and  picked   up  one  of 

the  seeds. 

Sin-  found  thai   it   was  flax. 

"Soon  this  tlax  will  lie  grain,"  she  -aid. 

••  Then  it  will  lie  made  into  linen  thread. 

••Then  perhaps   ii    will    he   made   into    uets   1" 
catch  us  birds." 


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NATURE  STUDY  IN  ELEMENTARY  SCHOOLS :    A  FIRST  READER 
112  JANUARY 


TIIK   WOODPECKER 


tool       chisel       hammer       woodpecker 
grub        tomrue 


Some  birds  are  carpen- 
ters. 

They  make  the  strong- 
est  homes  of  all  the  birds. 
But  instead  of  build- 
ing it.  they  bore  it  out. 
The\    have   only  one 
tool. 

This  is  both  a  chisel 
ami  a  hammer. 

They  carry  it  always 
with  them. 
Look  at  this  carpenter. 
His  name   is   Mr.   Wood- 

rckcr. 


Bui  where  is  his  chisel  '.' 
Yes,  it  is  bis  beak. 
They  find  a  Bofl  place 
in  a  tree  trunk. 


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NATURE  STUDY  IN  ELEMENTARY  SCHOOLS  :    A  FIRST  READER 
172  MARCH 

Now  you  can  see   what    was   inside   the   bough 
brown  scales. 

Are  you  qoI  glad  thai  they  were  thick'.' 

For  they  have  kept  the  cold  from  the  baby's 

hands. 

["he  rain  could  nol  eel  in  eil her. 


No  wonder  that  the  baby's  hands  are  soft  and 
glossy! 

Do  you  see  the  horseshoes  on  the  branch  ? 
How  many  nails  do  you  count  ? 
Last  year  the  leaves  were  here. 
Each  little  leaflet  left  a  nail  mark. 
Do  you  see  the  rings  below? 


J 


2. 


UC  SOUTHERN  RE 


AA    000  728  807    9 


STATE  HOOL, 


